Motivational Strategies for Teaching Language Arts: a Resource, K-12

DOCUMENT RESUME

ED 236 595 CS 207 573

TITLE Motivational Strategies for Teaching Language Arts: A Resource, K-12. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 82 NOTE 221p. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Language Arts; Learning Activities; Listening Skills; *Low Achievement; *Motivation Techniques; Reading Instruction; Resource Materials; Speech Communication; Speech Curriculum; *Student Motivation; Writing (Composition); Writing Skills IDENTIFIERS PF Project ABSTRACT This resource material, written by Georgia teachers and field tested statewide, provides 45 strategies--or motivational activities--to use as supplemental materials. when students have difficulty mastering language arts skills. The strategies are listed alphabetically for easy reference and are presented as alternative ways to reinforce skills--specifically listening, reading, speaking, and writing--for unmotivated low-achievers. A step-by-step process for matching each strategy to specific skills is included in the section, "How to Use This Material." Practitioners are encouraged to adapt the strategies to the needs of specific students--especially those who have little or no facility with the printed word. Appendix A summarizes the language arts section of "Essential Skills for Georgia Schools"; Appendix B lists specific language arts concepts and skills and indicates in which grades they should be mastered; Appendix C contains Georgia high school graduation requirements; Appendix D is a statement on Standards for Basic Skills Writing Programs prepared by the National Council of Teachers of English. A four-page bibliography concludes the document. (KC)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** FOREWORD

Each public school student in Georgia is entitled to a well planned. balanced and sequential program of instruction in the language arts including listening, speaking, reading and writing skills. Wherever possible, instructional opportunities in language arts should be rn..itched to individual needs, abilities and learning styles of each student: therefore program flexibility is needed. Because proficiency in all four areas of language arts is essential for students to become effective communicators in. today's society, an integrated program is required.. Isolated skill development in listening, speaking, reading and writing will not meet the needs of today's students. This guide has been developed as an aid to school systems in developing a language arts program that meets all the desired criteria planned. balanced. complete. sequential. flexible and integrated. I hope you find it helpful.

Charles McDaniel State Superintendent of Schools TABLE OF CONTENTS

Introduction iii Philosophy and Purpose 1 How To Use This Material 2 Target Population 7 Nature of the Unmotivated Student 7 A Total Language Arts Program 8 Types of Programs 16 Steps In Developing A Remedial Program 17 Classroom Organization 18 'Special Considerations 25 Coordination 34 Support Personnel 39 Evaluation 44 Strategies 55 Anticipation Guide 58 Journal Writing 108 Publishing 139 Bibliotherapy 60 Language Experience Activities Reading to Students 144 Creative Thinking 62 110 Role Playing 147 Directed Reading Activity 65 Machine Assisted Instruction,' Sentence-combining 149 Experimental Activities 67 Programmed Instruction Study Guide 152 Film/Filmstrips 70 113 Survey Technique 155 Folklore 73 Musical Activities 115 Survival Skills 157 Free Writing 75 Newspapers 117 Tape Recording 160 Games 77 Once Upon A Time 119 Television 162 Graphic Organizer 80 Oral Interpretation 121 The Topic Step 165 Guided Listening Procedure 83 Overhead, Opaque Projectors Typewriting 167 Guided Reading Procedure 85 123 Video Taping 168 Guided Writing Procedure 87 Photography 127 Visual Literacy (Art) 171 Herringbone 90 Physical Education Activities Vocabulary Development 176 High Interest Topics 92 131 Wordless Picture Books 178 Humor 104 Poetry 133 Word Shaking 179 Interviewing 106 Possible Sentences 137

Appendix A: Essential Skills 181 Appendix B: Criterion-referenced Test Objectives 192 Appendix C: High School Graduation Policy 199 Appendix D: Standards for Basic Skills Writing Programs 205 Appendix E: Standards for Effective Oral Communication Programs 208 Bibliography 211 Evaluation 215

iI INTRODUCTION

The Georgia Department of Education has joined thenationwide effort to improve instruction in the fundamental skills of listening. speaking. read'g and writing.Several documents have been developed in Georgia to help language arts educators plan.develop and implement effective language arts programs in grades K through 12. This supplementary language arts resource suggestsalternative strategies for providing instruction to students who have had difficulty mastering language artsskills. This material provides a foundation upon which local school system 'personnel can build andexpand a program suited to the individual needs of students. To build the skills which students need incommunication. teachers must carefully diagnose and prescribe active learning experiences in as realistic a setting aspossible. A team of Georgia educators wrote this material. It wasedited and field tested statewide. Approximately 200 teachers and their 10.000 students in 'grades K through 12tried out the strategies and evaluated their effectiveness. Their suggestions were incorporated into thematerial that follows. The close involvement of supervisors. teachers and students has'contributed to the usefulness and practical nature of the material. Their continued feedback will ensurethe successful implementation and evaluation of the product. We hope the suggestions and alternative strategiespresented here will motivate teachers to use professional practices which help students find school moremeaningful and increase their level of achievement.

Lucille G. Jordan Associate Superintendent Office of Instructional Services R. Scott Bradshaw Director Division of Curriculum Services

iii ACKNOWLEDGMENT

The Office of Instructional Services gratefully acknowledgesthe time. effort and expertise of the many people who devel'.ped thiS resource. The writing committeerepresented all geographic regions of the state, and included classroom teachers and supervisors of grades K-12. aprincipal and university personnel. The materials were field tested in local school systems statewide atgrade levels K-12 and in college and university classes. To the educators and students who were involved in this process and tothe staff members of the Georgia Department of Education who reviewed this work: we extend ourappreciation.

Writing Committee Field Test Reviewers School Systems Individuals Alice Adams Atlanta City Schools Mary Jo Brubaker Rut hie Bazemore Chatham County Schools Shirley Haley-James Synth Sue Katz Elbert County Schools David Hayes Joyce Rogers Keene Gainesville City Schools Gale Hu line S. Keinble Oliver Ill Gwinnett`Nounty Schools Judy Long Kate Kirby Jackson County Schools George Mason John E. Readence Lanier County Schools C.Aagelia Moore Nancy Sims Marietta City Schools Judy True Geneva Stallings Muscogee County Schools Dana Poole Kay Vaughn Pike County Schools Richmond County Schools Contributors Spalding County Schools Sumter County Schools Ira E. Aaron Trion City Schools Sherri Boothe-Ward Vidalia City Schools Warren Combs Washington County Schools Helen Dixon Eliot Wigginton Thanks also go to the individuals who permitted their copyrightedworks to be reproduced in this resource. Their names are included with the material.

.41 EFFECTIVE USE OF THIS RESOURCE

PHILOSOPHY It is the responsibility of language arts educators inGeorgia to help their students become effective communicators. The ability to communicate ismultidimensional. It includes becoming efficient at listening, speaking. reading and writing. Each of these four acts is best developed sideby side in a balanced language arts program. Limiting a - student to the contents of a basal reader or a grammarbook or a speller fails to take advantage of the reinforcing aspects of listening. speaking, reading and writing.Basing instruction on the premise that students can best become effective communicators whenthey are immersed in an integrated language arts program encourages competencewithout fragmentation of skills. The methods used to present concepts to students stressthat language must be practiced in orderto-be---- improved. This practice must approximate realistic situations to preparestudents to function effectively. The following suggestions encourage students tobe active learners. This precludes the silent classroom approach; it favors practical language use in natural settingsand situations which integrate listening, speaking. reading and writing activities. basic premises of interrelating listening,speaking. reading and writing and of involving students in Nleprpctical activities are important in meetingthe needs of Georgia students. They seem even more so when teaching students who are low achievers. Such studentsneed reinforcement of initial instruction but usually balk at what they preceive as meaningless repetition ofisolated. uninteresting tasks. This material contains suggested alternatives for combining basic ;1-c:11instruction with relevancy in an effort to meet the needs of the student, the teacher and the community. PURPOSE This resource material provides teachers with strategies to usewhen students have difficulty in mastering language arts skills. Although their main purpose is tomotivate students, the activities are not intended as frills or extra things to do. On the contrary.each strategy is designed as a vehicle for helping students to achieve the specific objectives listed inEssential Skills for Georgia Schools (Georgia Departmentof Education, 1980). The intention is to capitalize onrelevancy while teaching basic skills to students who have demonstrated difficulty with or apathy'towardlearning language arts. The activities are alternatives. They can replace an overused approach orisolated skills instruction. The philosophy underlying this material blends withother Georgia Department of Education guides documents which address language arts. This resource issupplementary and highlights a particular perspective, i.e. the teaching of students who require reinforcingtechniques rather than the same thing, again, in smaller portions. just slower. The alternativestrategies presented offer variety within structure, a tacticoften successful with low achievers. This material spans all school grades fromkindergarten through high school. Each strategy is addressed at three levels, K-4, 5-8 and 9-12.The methodology used in each strategy is generallyapplicable across grade levels; the subject matter within each strategy is mostinteresting to the students within the particular grade span in which it appears. Practitioners are encouraged to adapt the strategies tothe needs of specific students, especially those who have little or no facility with the printed word.(Beginning teachers, especially, are urged to consider these strategies as alternatives as they designlesson plans for classroom use or for their assessmentportfolios.)

1 HOW TO USE THIS MATERIAL Planning is essential for any resource material. Coordinating this material with the ongoinglanguage arts program will enhance its value as well as thatof the language arts program. The strategies included in this guide are designed to integrate and reinforce the various componentsof language arts and cannot be categorized as purely a comprehension strategy or acomposition strategy. To derive maximum benefit from a strategy, however, it must begeared toward one particular objective. The user of this guide must, therefore, identify whichof the several objectives listed with each strategy will be emphasized and which will receive secondary emphasis. The following chart will clarify this process. The chart includes the 10 general areasof language arts listed in Essential Skills For Georgia Schools, rather than each specific skillincluded in the listing. The specific skills under each c;,t,.,1ory May-b-J. -fnund- in the-appendix. The reader is urged to identify tl. al area of needed concentration,i.e., Language Study. Reading Readiness or. Comprehension ,te. review the components of the strategies listed under that area;,i.e.. definition, rationale,objectives. (Note: The objectives are taken directly from Essential Ski lls for Georgia Schools.) match this information with the specific objectives identified in your ongoingcurriculum. investigate the resource material listed after each strategy. adapt the strategy to suit the individual needs of your students. This process is necessary to provide an orderly sequence tothe alternative strategies listed. It prevents either a hit -or -miss or shotgun use of the material. Simply trying out astrategy on a Friday afternoon may be a good use of time but it will not provide the plannedreinforcement of a teaching learning situation thz..-t unmotivated low achievers must have if they are to succeed. This chart matches the strategies addressed in this material with the10 areas of language arts listed in Essential Skills for Georgia Schools. Itis also cross referenced to the Georgia high school graduation requirements.

Legend Essential Skill Areas High School Graduation Requirements

Language Study Study Skills Reading Listening Skills Functional Reading Skills Writing Reading Readiness Oral Written Communication Mathematics Word Recognition Literature Speaking Listening Comprehension Mass Communication Problem Solving

2 CROSS REFERENCE CHART Graduation Essential Skills: Language Arts Requirements

(7) 1- i 1 2r3 STRATEGIES a d e f g h j 415, Ix Anticipation Guide X X X X X X X Bibliotherapy X X X X X Creative thinking X X X Directed reading activity X X X xx xx Experiential Activities X X X x Film Filmstrips X X X X x x xx Folklore xx X ix Free writing X X X Games X X X X Graphic Organizer X X Guided listening procedure X X X X Guided reading procedure X X 1X- Guided writing procedure X X X X X x x. Herringbone X,X1X High interest topics X 'X x. X Horror x X X X Interviewing X X X X r X Journal writing X X X X X Language experience activities X X X X X X X Machine assisted instruction X X X X programmed instruction X X X X X X X Musical activities X X X X X X Newspapers X X X. X X X . Once upon a time

3 4 X X X X X X X X X X X X X X X X X X X X X - Graduation 3' X X X X X X X X X X X Requirements 12 X X X X X X X X X X X X X X X X X X X X X X X 4- X X X X X X X Arts jih g: X X X . X X X X X X X X XX X X X X X X u Language f e X X X X X X X X X XX X X XX X X X X X X Skills: *rs d X X X X X X X X X X X X X X X X X X (i) (i) :73 1 c, X XX X X XX X X X X X X X X XX X X XX X vX Essential b X X X X X X X X X LX X X X X X X X X projectors activities (Art) books opaque students development picture education Sentences to technique skills literacy interpretation playing guides recording step taping shaking Sentence-combining Television Typewriting Vocabulary Wordless STRATEGIES Oral Overhead Photography Physk-al ..... Poetry PosSible Publishing Reading Role Study Survey Survival Tape Topic Video Visual Word / ,/ . Definitions Anticipation guide - The anticipation guide combines prereading and postreading activities to enhance students' comprehension of material. Bibliotherapy - Bibliotherapy is a method of helping students understand or cope with problems through the use of stories. Creative thinking - Students explore and develop cognitive skills while finding unique. approaches and solutions to specific tasks and problems. Directed reading activity - The Directed reading activity presents a basic format from which to provide systematic instruction to students as they are guided through a reading selection. Experiential activities - Experiential activities involve acquiring knowledge. concepts and skills through actual participation in a situation or event. Film /filmstrips - These activities involve the students in the production of films orfilmstrips. Folklore - Folklore involves the study of one's own or another's cultural heritage including customs, traditions and beliefs which have been preserved through the years. Free writing - Free writing is putting ideas into written form as they come to mind. Games - A game is an instructional. motivational, enjoyable activity developed with aspecific skill in mind. Graphic organizer - The graphic organizer or structured overview is a visual diagramof major vocabulary terms that students will encounter in a 'content reading assignment. Guided listening procedure (GLP) - The GLP incorporates the comprehension processesof collAbora- tive brainstorming, listening to a selection to correct inconsistencies andto add missing information and organizing information by long-term recall. Guided reading procedure - The Guided reading procedure is an integratedlesson approach designed to insure that students understand and remember keyinformation from their textbooks. Guided writing procedure - Guided writing procedure is an instructional strategydesigned to activate and refine students' prior knowledge of a topic through speaking,listening, writing and reading. Herringbone - The Herringbone technique is a structured outlinhig strategy designed toaid students in organizing key information front text material by asking six basic questions-Who?Why? When? Where? and How? High interest topics - A topic qualifies as high interest when a student or groupof students indicates curiosity. and or ambitions which they would like to explore. Humor - Humor is the ability to appreciate something that is amusing as an aid to learning. Interviewing - Interviewing is talking with a person in order to obtaininformation. Journal writing - Journal writing is the written transcription of thoughts and ideas in abound notebook. Language experience activities - Language experience activities use atotal communication approach to learning, integrating listening, speaking,reading and writing. . Machine assisted instruction/programmed instruction -Teaching machines are devices which provide individual. students with programs of questions and answers,exercises to be performed or Problems to be solved, together with an immediateevaluation of each response. Programmed instruction uses materials which present subject matter or skills insmall units. Musical activities use melody and lyrics to aid students in developingacademic skills,

5 to the public accurately 'Newspapers -The major purpose of a newspaperis to present the current news and inexpensively as soon afterthe occurrence as possible. Once Upon A Timerefers to the study of myths. legends.fables. fairytales and stories of epic heros and heroines. be Oral interpretation -In oral interpretation. the readerdetermines how a piece of literature should read aloud. Overhead/opaque projectors -Both overhead and opaque projectors aredevices which project images on a wan- or screen. Photography -Photography involves the use and orproduction of still pictures. the development of Physical education activities-Physical Education activities can integrate psychomotor skills with language artsskills. Poetry -These activities include procedures forlistening 4o and writing various poetic forms. Possible sentences -Possible sentences is a combination vocabularyprediction strategy. Publishing -Publishing involves making an.author's work available in print to an audience. Reading to Students -These activities involve various things todo after a selection is read to students as well as ideas to stimulate enjoymentof a selection. of Role playing -Role playing consists of acting out asituation without a script for the purpose interpretation by an audience. Sentence-combining is a highly structuredtechnique for presenting students with Sentence combining - sentence structure. smaller sentence parts and cuesfor combining them into a larger. more mature Study guide -A study guide is an instructional strategydesigned to guide students through a reading assignment in a textbook. Survey technique -The survey technique is a systematic meansfor students to preview a textbook chapter. life experiences Survival skills -Survival skill activities are thoseassignments which parallel real through the use of actual materialswith which adults cope. Tape recording -These activities involve the studentsin recording their voices on a cassette or reel-to-reel tape. rather Television -Television activities involve the students asactive evaluators of television programs than passive receivers of messages. choose a topic for a writing Topicstep - The topic step is aprocedure to use when you have freedom to assignment. through 1...p( and Typewriting -Typewriting involves the use of akeyboard which produces printed letters ink on paper. Vieeo taping -Video taping is putting visual images ontomagnetic tape. of curriculum by capita zing on Visual literacy (art) -Visual literacy through art can enhance any area students' imaginations and ability tomanipulate concrete materials. Vocabulary development -Vocabulary development reflects the acquisitionof new concepts or the refinement of previously held concepts. of Wordless picture books -A wordless picture book is anillustrated story tvithou: the accompaniment the printed word. Word shaking -Word shaking is calling out words orphrases as rapidly as they come to mind.

6 TARGET POPULATION This material is intended for language arts educators who are involvedwith students who require additional motivation t(, learn language arts skills. Thesestudents may appear to be underachievers, slow learners. reluctant students, low achievers or students who are working belowtheir grade level. This material is for use with such students insupplementary programs which are funded by Title I (Chapter I) aswell. Georgia students are constantly improving in language artsskills. According to the Georgia Criterion- Referenced Test results. the percentage of fourth greale students whoachieved twenty objectives in reading was 18 percent in 1976and 28 percent in 1980. The percentage of eighdt grade students who achieved20 objectives in reading was 21 percent in 1976 and 37 percent in1980. The percentage of tenth grade students who achieved 23 objectives in communicationskills was 10 txrcent in 1979 and 11 percent. in 1980 (Georgia Department of Education. August.1980). Although these results show that some progress is taking place, aGeorgia teacher still faces a tremendous challenge meeting the needs of each student. This material is intended as ahelp in meeting this challenge.

References Georgia Department of Education.Criterion-Referenced Test Results. 1979-80 Statewide Assessment Summary. August 1980. THE NATURE OF THE UNMOTIVATEDSTUDENT (K-12) Georgia students exhibit a wide range of heterogeneity at alllevels of learning, K-12. These learners differ not only in their academic potentials.but also in every identifiable human characteristic. These human variabilities have a tremendous effect upon thedevelopment of each individual throughout life, especially during their formal education. It is almost impossible to determine the causeeffect relationship with achievement or lack of achievement. Physical, emotional and social factors are closelyintertwined with the success or failure of the unmotivated i. learner. Keeping this view in mind, a boadescription of prevalent characteristics of unmotivated students follows. Visual inaccuracies often plague the unmotivatedlearner. appearing as poor visual discrimination of letters, word or letter reversal, omission of words orreading word by word. Difficulty in sound-symbol discrimination and association often occurs.Such students are often clumsy or awkward and have poor motor coordination. Communicationskills. both verbal and written, are often limited for various reasons, such as pos--;ible speech problems or lack ofopportunities for verbal expression. Student vocabulary, usage, syntactic' and semantic choices may conflict withthose met in classroom instructional materials.In addition, unmotivated students often havedifficulties in recalling information. Academic difficulties are often accompanied by lowself-image. Pressure, tension and lack of security result in either aggression or withdrawal.Lack of concentration and short spans of attention are also exhibited. Working independently is most difficult for suchstudents. They are often unprepared for class and have difficulty planning and completing a task. The pursuitsof schoolwork are often not reinforced or valued in the home. This discontinuity is reflectedoften in poor attendance and difficulty adjusting to change. As students mature, their seeming inadequaciesbecome compounded by their transition toward adulthood. The middle and high school student in particular isimmersed in physical, emotional and social changes. Peers quickly-become more influential than adults.Students want to be treated as adults even though they frequently resort to childlike behavior. They have a deep senseof what is right and are wrestling with the discrepancies they see in the real world. Emotions are much moreintense than in earlier years and more time and help is needed tounderstand these feelings. All students, however, have the same blsicneeds, among then the need for physical well-being, the need to love and be loved, the need tobelont: 'Ate need to achieve. the need for change. the need know and the need for a sense of beauty and ordei.Many unmotivated students seem to have an intensive demand to have these needs met more immediately thando other students. It is a challenge for the teacher of suchstudents to deal with their needs, collectively or individually.The reward for reaching even one of these students,however, is long-lived. This satisfaction is also contagious, thankfully, for both the students and the teac!ier.It is important to realize, however, that teaching such students can be. and usually is. demandingand frustrating. Balancing reality and optimism is the keyfor success. It may also be wise,for both students and teachers, to investigate tacticsfor dealing with stress. The article "ChoosingA Healthy Lifestyle", which appears at the end of thissection, offers some practical suggestions in this matter. Resources Alexander, J..Estill and Ronald Claude Filler.Attitudes and Reading.Newark, Delaware. Interna- tional Reading Association. 1976. Breyfogle, Nelson. Pittsand Santich.Creating a Learning Environment. Santa Monica. California: Goodyear Publishing Company. Inc.. 1976. Canfield, Paul.100 Ways to Enhance Self-Concept in the Classroom.New Jersey.Prentice-Hall, 1976. Chase, Larry.The Other Side of the Report Card. A NowTo Do it Program For Effective Education, Pacific Palisades. California.GoodyearPublishing Co. 1971. Estes. T.. J. Johnstone, and H. Richards.Estes Attitude Scales.Charlottesville, Va.: Virginia Research Associates. 1975. Miller. William C.Dealing With Stress. A Challenge ForEducators. Bloomington,Indiana. Phi Delta Kappa Educational Foundation. 1979. A TOTAL LANGUAGE ARTSPROGRAM The Georgia Department of Educationconsiders a total language arts program as one which includes ten general areas of study which are balanced inproportion to specific student needs at a particular grade level. a listing of skills These areas areidentified inEssential Skills in Georgia Schoolsand are accompanied by in each area with a suggested grade spanfor intoduction, development and reinforcement of each skill. The integration of these areas of studyreinforces the separate learning that takes place in each area and facilitates the transferof what is learned in an isolated instance to anappliedunderstanding. This "connecting" of bits of knowledge providesa clearer rationale for learningfor the unmotivated student. These 10 areas of study are summarizedand included with the listingof skills in the Appendix. Resources Meilman, Arthur and Elizabeth Ho hus.Smuggling Language into the Teaching of Reading. Columbus: Charles E. Merrill. 1972. Moffett, James and Betty. Jane Wagner.Student-centered Language Arts and Reading, K-13. Boston:Houghton Mifflin. 1976. Reprinted by permission from Current Health I, Vol. 4. No. 1. September 1980.

Which group do you belong to? Is there a way to What's Your Lifestyle? find out? Answer the following questions. They can give you an idea as to whether or not youhave Some people take care of themselves only when a healthy lifestyle. they feel they're coming down with something. When they have a cold, they get plenty of rest and ' drink orange juice. When they don't feel well,they watch what they cat. The rest of the time their habits are not healthful. Other people don't wait to get sick to take care of themselves. They do a number of things to make sure they stay healthy. They try to eat rightall the time. ENercise and rest are part of their day every day. These people avoid certainhabits that have been shown to harm health. What is the difference between the two kinds of people? In the first case, the people are trying to get healthy. In the second case, they aretrying to stay healthy. People in the first group are more likely to get sick. They are more likely to do things that give sickness a chance to strike. People in the second group try to keep themselves healthy, sosickness barely has a fighting chance. 4

wellness Behavior Inventory developed by Barb Beier Never Usually AlwayS' WELLNESS BEHAVIOR INVENTORY 8. The heat in my home is set at 68° or lower inwinter. Directions: Read each of the following statements. 9. During the summer months, I use air condi- Decide if the statement is never true for you,usually tioning only when neces- for you. Then check true for you, or always true sary. () one or the three spaces. 10. I wear a lap safety belt 9007o of the time that I ride in a car. StressManagement Nutritional Awareness Never Usually Always

1.At bedtime, I fallasleep easily. 1.I eat at least one raw fruit 2. 1 get a full night's sleep. or vegetable a day. 3.11'awakened,-it'S easy for 2.I drink fewer than five soft me to fall asleep again. drinks a week. 4. Biting my fingernails is not 3.I do note add salt to food a habit of mine. after it is on my plate. 5.I take 15 to 20 minutes a 4. I rarely need medicine. day for myself to do what- 5.I have a good appetite. ever1 want. 6.I stay within 10 pounds of 6. Rather than worry about my ideal weight. something I can't solve 7. I do not eat sugared cereal right away, I can put off for breakfast. thinking about the prob- 8.I seldou: eat between lem until later. meals. 7.I don't worry about money 9. My biggest meal of the day often. is breakfast. 8. I make sure I take time 10. I avoid eating fried foods. each day to relax. 9.1 seldom feel tired out (except after hard physical activity). Self-Responsibility/Feelings 10.Iam happy with my life. 1.It is easy for me to laugh. 2.I like getting compliments Personal Health and Safety 3. It's easy for me to give honest compliments to I.I do something to protect others. my home from fire and 4.I have at least five close safety hazards. friends. 5. I look forward to the 2.I use dental floss. 3. I never smoke cigarettes. future. 4. I have fewer than three 6. At times I like to be alone colds a year. 7.I think it's OK to feel anger, fear, joy, or sad- 5.I try to stay away from fumes or exhaust gases. ness. I turn off appliances when 8. I feel OK about crying and 6. allow myself to do so. they are not in use. 9.I listen to and accept good 7.I collect papers, cans, glass; or other things that advice rather than get can be recycled. angry. LIFESTYLE WHEEL STRESS RISKY 1-10 GOOD START II-15

ON YOUR WAY 16-20

GETTING CLOSE 2I25 STAYING d HEALTHY 0 4T.z. 26-30

or ,s* t,e 44-N5

A% A.7 -0C 41t* AN,t4CP cs% 0

Never Usually Alwa3Ti- Never Usually Always 10. I would seek help from 9. I avoid riding in a car friends or counselors if I when I am going some- had a problem. place within walking distance. 10. Physical activity is part of Physical Fitness my life.

1. Whenever practical, I climb stairs rather than use Find Your Lifestyle Scores escalators or elevators. 2. I regularly ride my bike, You can get an idea of the "health" of your run, or walk for exercise. lifestyle by scoring your answers to the statements. 3. I like to exercise. 4. I take part in a strenuous Here is how to score them: activity at least twice a Never= 1 Point week. Usually= 2 Points 5. I always do some warm-up Always= 3 Points exercises before doing hard exercise. 1. Add your scores in each of the five areas listed. 6. I urge my family to join in 2. Write down your scores. physical activity. 7. I have enough energy to Stress Points get through daily activities. Personal Points 8. I do some form of stretch- Nutrition Points ing exercise for 15 to 20 Self-Responsibility/Feelings Points / minutes at least twice a week. Fitness Points (;===.,19 3. Now look at the lifestyle wheel to seewhere your scores appear. 4. Answer these questions: From the lifestyle wheel, what can you say about your health habits? In what areas are your health scoresbest (highest)? Who helped you build these good health habits? How could you make these good scores better? In what areas can you see room forimprove- ment (which had the lowestscores)? What do you think you could do about these? What things might be hard to change? Who could help you change your health habits?

Toward a Healthy Lifestyle

The lifestyle wheel is divided into fivesections or areas. Dr. Donald Ardell, aphysical fitness expert, believes that a person who has a high score in each Dealing with Stress area is more likely to be healthy.Let's take a close look at each area. Whenever someone is under stress, he orshe feels nervous or tense. It seems like the wholebody is alive with energy. But the body doesn'tknow what to do with the energy from stress. There are Stress two good ways to take care of the energy.One way What is stress? Stress is a physical oremotional is to use it up. Exercise...ride your bike.. .

factor that causes bodily or mentaltension. Stress jump rope ...run . .. .Can you think of any is normal and everyone feels it at times.Sometimes others? it is good. It helps you get someimportant home- Another Way to get rid of stress is to relax.There work done, and it also gets you to runfrom some- are many good ways to relax.One is to find a com- thing that might harm you. fortable chair, sit yourself down, and listen to soft listen But too much stress is not good.Have you ever music. Another is to sit or lie down and just outwith your eyes had so much to do that you couldn't getanything to yourself breathein and done? Have you ever been so nervousthat you closed. Still another is to make differentbody parts couldn't sleep or had an upset stomachfrom as tight as you can for a fewseconds (contract the worrying? These are some of the ways that stress muscles in various parts of your body),then let with the can be bad. them relax. This is usually done by starting Studies have shown that too much stress over feet, then the legs, and on up until you get tothe many years may cause even moreserious trouble. face. Diseases like heart disease and cancerhave been Relaxing and exercising each day are good ways linked to stress. Learning to deal with stress now to deal with stress. About 15minutes should be When would be a ,good and during the years to come mighthelp avoid such spent each day relaxing. time for you to relax each day? diseases.

i9. spare time filled with fun and enjoyment can help you avoid harmful health habits and also make you feel that you have control over your life. 4. Decide what is important to you. Then, think about the goal that is most important to you. How can you meet that goal? Is there anything inthe way of that goal? Are you working toward that goal? 5. Look to the future. Don't just hang around waiti6g for the future to happen; do something today.

Nutritional Awareness Eating more food than the body can use can make people fat. Many diseases are seen more often in people who weigh too much. Eating the right amounts of each food group (milk, vegetable- fruit, meat, bread-cereal) helps to avoid a weight Personal Health and Safety problem and makes sure you'll have all the nutrients you need for good health. Everything around you, in your environment, can affect your health.Pollivion and smoking have Are you overweight? There are a number of been linked with disease. Afire can destroy your ways to find out. One is to check on aheight- home and you. Accidents may result in injury or weight chart. Another way is to see if you can grab early death. Can you prevent accidents or fires? pinches of fat from different spots on your body. What can you do about pollution? What health If the pinch of fat is thicker than an inch, you are habits can you avoid that will help youstay probably overweight. Still another good way to tell healthy? is by looking in the mirror. Put on a swim suit and stand in front of a full-length mirror. What does it Shaping Personal Environment: Lifespace show? None of these ways, individually, can really You can shape your lifespace (the places where tell for sure if you're too fat. But all three together you spend most of your wakinghours: home, should give you an idea if you weigh too much. school, etc.). Follow these guidelines: Too much food is not the only nutrition prob- I. Notice your lifespace. Think about how dif- lem. Some people don't get enough of certain ferent things around you affect you in good and foods. These people might get sick more easily bad ways. because their bodies may not have the nutrients needsfromwants.Needs are things 2. Separate needed to fight disease. Even people who eat too you must have to live. Wants arethings you'd much can have this problem. like, but could do without. If a "want" is harmful or gets in the way of a "need," you may be Eat To Stay Well better off without it. How do you eat to stay well? Eating a good, bal- 3. Plan your spare time Look ahead in your day anced diet is the secret. Experts suggest that you and plan to do something you like. Keeping avoid eating too many sweet, salty, or fried foods.

13 Th._ probably keep on taking care of herself. Butwhat Self-Responsibility/Feelings about Molly? How long can Molly go on nottak- ing care of herself? What other thingsmight people The way people feel about themselves andothers do if they .don't care for themselves? Polly. She gets along can affect their health. Take Self-responsibility has to do with choosing. with most everyone. Her friends care abouther and There are both good and bad habits. Pollychose to about her- she cares about them. Polly feels good have good habits, while Molly chose bad ones. self. She takes good care of herself soshe can have fun with her friends. Developing Self-Responsibility wish I'd Molly is just as nice as Polly, butshe doesn't You may have heard someone say, "I know it. She has few friends. Shedoesn't think never started that stupidhabit." Do you have a she's good enough. The kids shehangs around with habit you feel that way about? The easiest way to first place. often talk about each other. Mollydoesn't think avoid a bad habit is not to start it in the chosen not to she can. trust them. She thinks herfriends really Are there any bad habits you have don't like her. She isn't very happybecause she start? doesn't think anyone cares. It seemslike the only Some habits are good to have. Can you list some rid of a time she gets attention is whensomething goes of your good habits? A good way to get For ex- wrong. Why should she evenbother taking care of bad habit is to replace it with a good one. ample, you have the bad habit of leavinglights on herself? the habit: If Polly goes on feeling the wayshe does, she'll all over the house. Here's how to break

14 2 make a point of checking roomlights whenever entering, leaving, and passing a room.You might have to think about it a lot the firstfew days. Every time you see lights on in an empty room,turn them off. Before long you'll do itwithout thinking. How did you do it? By replacing a badhabit with a good one.

Physical Fitness Do you have to jog 10 miles aday to stay healthy? Of course not. You don't have tojog at all. But studies seem to point out thatlack of exercise is a health hazard. A Universityof California study showed that young adults whoexercise regularly were 14 times less likely tohave heart attacks or heart or lung disease. Aregular exercise program can help a person feelgood, look good, be healthy, and enjoy life. Most schools have physicaleducation classes. ,.or those who have gym,it is a time to learn about sports and games for life.What kinds of activities do you enjoy?

Tips For Fitness 1. Make physical fitness a partof your life. Make time for it. Look forward to it. 2. Don't think of fitness as a crash program.Take your time. Build upslowly. 3. Exercise is fun, so don't take anactivity too seriously.You don't have to bethe-best. Just have fun. Where Are You? What Are YouGoing 4. Get involved in your activity.Keep a record of To Do? your times or scores,join a group, or form a Look back at the lifetyle wheel. Do youhave a club. Or are you 5. Add to your favorite fitnessactivity. Don't stick healthy lifestyle, or is it "the pits"? where you are to just one thing. Dodifferent activities for dif- somewhere in the middle? No matter healthy takes ferent body parts. On the wheel, it's clear that staying good health 6. Make a contract with yourself.Set a goal for work. But since that work can lead to responsible for three months from today. for life, you can't lose. You are Your lifestyle could give 7. Be sensible. Go slowly and let yourbody get used your own good health. to the amount of exercise youdo. you more life!

15 TYPES OF PROGRAMS Being able to communicate effectively can unlock manydoors. A balanced language arts program assists in attaining this goal. The of nail language arts programshould involve instruction in listening. speaking. reading and writing no matter in what typeof program a student may be enrolled. In a language arts prograM the emphasis.is uponthe person. not the group or grade level performance. Language arts activities are directed toward near-capacityachievement for each individual. The program must include articulation of objectivesand coordination of instructional efforts. The focus of the program is upon the sequentialdevelopment of language, arts skills in all grades and in all content areas. A variety in the typesof programs offered is often necessary to meet the needsof the students. Developmental programs are designed toprovide instruction to the majority of students within the regular classroom situation in relation to eachindividual's potential. Corrective instruction is directed towards immediate assessment and implementationof strategies and activities to eliminate a problem or gap in skill development. This typeof iir.,iction is generally provided by classroom teachers. Remedial instruction requires a mote' in-depth,individualistic approach. Students generally receive instruction on more of a one-to-onebasis which is generally accomplished within the schoolby supplementary. .programs. Tutorial programsand those funded by Title I (Chapter I) are in this category. In most instances. administrative nuidifications areneeded to insure the successful implementation of a remedial program. This administrativemodification may range from staffed, centrally located clinks with students transported to the facility to a mobile unittransported to the students at each school. Teachers With some specialized training often provideremedial instruction within each school either by "pulling" students from a portion of a class period orby "teaming" with the classroom teacher. The activities in which the students engage aregenerally agreed upon by classroom and remedial teachers. The instruction provided by remedial teachersis based on various diagnostic procedures includingboth standardized and informal tests and teacherobservation. The lower pupil-teacher ratio often facilitates individualization of instruction. Highinterest-low vocabulary materials are essential for an effective program. These students requirevariety in the instructional strategies and groupingemployed. The focus of attention in remedial programs mustinclude attention to the affective as well as cognitive when teacher attitude areas of development. Manyremedial students make substantially more progress and classroom climate are purposefullypositive. The practice that such students require toreinforce instruction must be geared to interests and mustinclude personal reading of self-selected materials without the usual follow-up questions. In otherwords. reading for enjoyment is necessary for it reinforces skill development and provides a feeling of successfor the learner. Remedial instruction is designed to help thestudent whose performance falls below potential. In many instances remedial instruction will makethe difference between academic success and failure. It should, be planned and implemented with care. Suggested stepsin planning a remedial program K-12 follows.

Resources Lewis. James. Jr.Administering the Individualized Instruction Program.West Nyack. New York: Parker Publishing Company. Inc. 1971. Lewis. James. Jr.Administrator's Complete Guide to IndividualizedInstruction: A Profes- sional Handbook.West Nyack, New York: Parker Publishing Company, Inc..1977. Otto. Wayne and Richard McMenemy.Corrective and Remedial Reading Teaching.Boston: Houghton Mifflin Company. 1966. Otto. Wayne and Richard Smith.Administering The School Reading Program.Boston: Houghton Mifflin Company. 1970.

Ar9 16 Steps in Developing A RemedialProgram

Several steps should be taken in planning a remedial programin grades K-12. Formulate a curriculum committee consisting of thycurriculum director, the supervisor of the subject area, principals or representative department chairpersonsfor elementary, middle and secondary schools, subject area teacher representatives from variousgrade levels, zi media specialist, a guidance counselor, representatives from the community and possiblystudents to Oversee the project. Review the philosophy of the school system concerning the subject areabeing considered. Include local policies, policy statements from professional organizations and GeorgiaDepartment of Education guidelines. Initiate a needs assessment resolving the discrepancybetween existing efforts and projected needs. Students number ages grade span mobility needs interests attitudes test results strengths weaknesses past school historj parental community support Teachers number experti ;e staff development opportunities-- resources available Curriculum objectives courses placement procedures organizational patterns assessment checkpoints and procedures Options scheduling written plan methods of delivery record keeping communication of progress transfer system Materials print nonprint high interest readability Resources__ local. State and federal funding options physical space furniture equipment staff members who will Plan a realistic program based on theneeds assessment. Provide for revision by implement the program. Initiate the program. Pretest.the students within a class onneeded skills. Use standardized and or teacher made instruments. Match students and materials. Balance explanatory teaching with individualized practiceand student interaction. Allow sufficient time for learning to occur. .0, Posttest students on skills taught. Evaluate periodically. Student achievement Teacher satisfaction Program efficiency Make revisions in the program as evaluationindicates or as conditions warrant. CLASSROOM ORGANIZATION The purpose of a program determines the approximatenumber of students with whom a teacher works as well as the overall organization of the program. A varietyof options are available to teachers, however, that arc bound neither by the typeof program nor by the number of students. Two key concepts canbe useful in choosing appropriate patterns within a classroom:(1) A definite structure must be designed. (2) Variety within that structure must be planned. A balancebetween structure and flexibility can be the key to a classroom atmosphere that is relatively freeof serious discipline problems which often plague teachers of low achievers. small Structure is determined by grouping patterns.The grouping pattern may be whole class instruction, In whole class instruction everyone is group instruction, individualinstruction or independent instruction. engaged in the same activity, such as listening to arecord or writing in a journal. In small group instruction. ending to a story or the activity is shared by members of aparticular group such as each group providing an instruction, the adult interacts one group reading quietlywhile a second is designing a poster. In individual work for the verbally with an individual student. Withindependent inqrut ion. the teacher plans independent student(s) and then oversees how thatwork is accomplished. Obviously, patterns other than whole groupinstruction moy be used simultaneously andinterchangeably. crucial. Specific planning based on the identifiedneeds of and learning objectives for specific students is Flexibility and variety should be encouraged. teacher can take. In order to prepare for the instruction andgrouping of students, there are several steps a performance is necessary. Standardized test scores At the beginning.general idea of the students' past should be used only as a starting point. A graded word list or an informal inventory canserve as a basis for grouping.Some resources for the student reads graded word list are included. TheInformal Reading Inventory (IRI) is a process in which a orally from increasingly difficult materialuntil it becomes too difficult either to pronounce or tounderstand. of miscues during oral At times this process is much too timeconsuming. "Kid-watching" and the analysis underway during reading are valuable alternatives whichprovide information about the thought processes the end of reading.. Resources on these topicsincluding some less time-consuming adaptions are listed at the section. Another measure, the Interest Inventory., gives anidea of students' hobbies and ambitions. It alsoallows the teacher to get an overview of the interestsof the total group, thus offering the option to groupby interests. Teacher-made tests serve asexcellent informal surveys because the teacher may testfor a specific purpose or identify an appropriate startingpoint for any given group. The results of this test canbe the end of used as a basis for level grouping. Somesamples for the interest inventories are also included at this section. Student placement should also takesocial skills as well as academic skills into account.Knowledge of of groups is best limited to these facets is also a prerequisite fordesigning small group work. The number three or four. Students can also work in pairs ortriads. Frequent regrouping is suggested so students can derive the benefit from varied interaction.

18 Individual and independent instrm lion provide the needed concentration Onspecifics for students. Again, howe'ver, options are available. Often there are one or two more able students amongthe unmotivated. Independent folder work may be introducedtofoster self-reliance. This should be compiled with independent reading time and individual conferences. The teacher may also want to designate this more ablebut still unmotivated learner as a "peer teacher". Each student can act as a peer teacher eventually since each hassomething unique to add to a teaching learning situation. Peer teachingis a process by which one student may help teach another student a skill.On occasion, a student may be nimbi(' ut follow the development of a particularskill as the teacher is presenting it. The teacher, in an attempt to re-explain the skill. may not be able to find analternate method of explanation. Constant repetition or drill fosters boredom. However, a student who understandsand has applied the skill may conic to the rescue. This process serves as amotivating agent for the "teacher" and "peer" in communication skills. as a help in developing a sense of responsibility, as areinforcing agent for curriculum and as a boost to everyone's morale. Peer teaching is a process which could easily be set up asa contract ."Contracls are simply agreements

between astudent and a teacher,(or. . between a small group of students and a teacher) for specified educational activities, or masteryofan objective agreed onin advance. with aclear understanding of an agreement on the assessment pro&cdures to be used. The contract may or maynot have a grade designation." (Blackburn.1976, p.116). The use of contracts allows students to work at rates most comfortable for them, manage their time, receive individual prescription.make choices, and assistin planning curriculum.. One additional suggestion which would allow for individualdifferencesand still maintain a commonground for the teacher would be the use of classroom learning centers."Classroom learning centers are specified areas in the classroom designed by the teacher, by the teacherand students, or by students. They contain a variety of learning alternatives and media to enhance thedevelopment of concepts, themes, topics, skills, or student interest. Centers are means of achievingindividualization and must be designed for learners withvaryingabilities, interests, values, and learning styles". (Blackburn.1976. p. 54). By employing learning centers in the classroom. it is conceivable tohave a variety of options such as two groups working at centers. or one or twoindividuals at a specified center (perhaps with the contract to "teach" a "peer" when an assignment is completed) and a"free" teacher to work with one group, hold individual conferences. or mrsistrivrticular student. Structuring and varying grouping patterns within a classroomwith some of the options mentioned combine the consistency needed by unmotivated students withthe flexibility that they often require. It should be noted, however, that almost all unmotivated students requirepersonalized instruction. The human need to communicate verbally must. therefore. never become subservient todesigning individual assignments. If a teacher decided that a teaching machine or paper pencilassignment will benefit a student. special care slidukl.,be taken that verbal interaction occurs between teacher and student during the assignment, notjust afterwards when it is graded. Matching students and materials is an important part of classroomorganization. This concept is addressed throughout this document. The reader is directed in particular to the strategyof High Interest Topics. A listing of suggested Selection Criteria for Materialsand information about Readability and the Cloze Procedure follows. References Blackburn, Jack E. and Conrad W. Powell. One At ATime All At Once: The Creative Teacher's Guide To Individualized Instruction WithoutAnarchy. Santa Monica, California: Goodyear Publishing Co., Inc.. 1976.

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19 Resources Common Sense and Testing in English,llrbana. NCTE, 1975. Cooper, Charles and Odell. Lee(yds). Evaluating Writing: Describing,Measuring, Judging. Urbana. Illinois: National Council ofTeachers of England. 1977. Curwin, Richard L. and Mend ler,Allen N. The Discipline Book: A CompleteGuide to School and Classroom Management. Reston.Virginia: Reston Publishing Company, Inc..1980. Glatthorn. Allan. A Guide toDeveloping an English Curriculum for theEighties, Urbana. NCTE. 1980. Goodman. Yetta M. "Kid Watching: AnAltornative to Testing." National ElementaryPrincipal. June I978. 41.45. Goodman, Yetta and Burke. Carolyn.Reading Miscue Inventory. New York:MacMillan. 1972. Goodman. Yetta, Burke. Carolyn andSherman, B. W. Strategies in Reading. NewYork: MacMillan, )974. Ingran. Barbara Kilroy. Jones.Nancy, Riggs and Lel3utt. Marlene. TheWorkshop Approach to Classroom Interest Centers: ATeacher's Handbook of Learning Games andActivities. West Nyack. New York: Parker PublishingCompany. Inc. 1975. Johns. Jerry L.. Garton. Sharon.Schoen feller, Paula and ";kriba. Patricia.Assessing Reading Behaviors: Informal Reading Inventories.Newark. Delaware. International ReadingAssociation, 1977. Lapp. Diane (ed.) Making ReadingPossible Through rctive Classroom Management: Newark. Delaware: IRA. 1980. Lippitt, Peggy. Students TeachStudents. Bloomington. I io Phi Delta Kappa Educational Foundation. 1975. Payne. David A. The Assessmentof Learning: Cognitive andAffective. Lexington, Massachu- setts: D. C. Heath andCompany. 1974. Pechowiak, Ann B. and Cook. Myra B.Complete Guide to The ElementaryLearning Center. West Nyack. New York: Parker PublishingCompany. Inc. 1976. Petesene. Susan S. The CompleteGuide to Learning Centers. Palo Alto. Cali Pendragon House. Inc. 1978. Handle the Paperload. Stanford. Gene. (Chairperson)Classroom Practice 1979 - 1980 How to Urbana. Illinois: National Councilof Teachers of English. 1979. National Council of Teachers of Stebbs, Andrew. AssessingChildren's Language. Urbana. Illinois: English. 1979. Wood. Barbara (ed.) Developmentof Functional CommunicationCompetencies; Pre-K-Grade 6, Urbana, Ill.: ERIC. 1977.

Word Lists: Some suggestionsinclude 1941. (p. 196-215). Dolch. E. W.. Teaching PrimaryReading. Champaign, Illinois: Garrard Press. Johnson. ,Dale. "A BasicVocabulary for Beginning Readers".Elementary School Journal, 72. October. 1971. 29-34. 1971. 449-457. (includes Johnson, Dale. "Dolch ListRevisited". 24, Reading Teacher, February. Kucera-Francis list). (A & P List). Journal of Otto. Wayne and Chester. Robert."Sight Words for Beginning Readers". Educational Research, 65. July -August. 1972. 435 -447.

U 20 Slosson Oral Reading Test.Slosson Educational Publications. 1963. Taylor. S. E. and Frackenpohl.H.A Core Vocabulary.EDL Research and Information Bulletin No. 5.New York: Edticational Development Laboratories. Inc.. 1960. Wilson. Corlett. T. "Au Essential Vocabulary-.Reading Teacher, 17,November. 1963. 94-95.

INTEREST INVENTORIES Interest inventories can take many forms such assentence completion forms, questions to be answered or descriptions to be written. Some samples follow. Sentence Completion Questions and Answers I am.. . What is your best subject? I feel best when.. . Do you like school? I don't like to. .. What dci you like to do best? My favorite hobby is... What bothers you themost? I like to watch... What-is your favorite food? My best friend is... What do you do at honie? I'd like my parents or guardians when... What kind of music do you like? A sport that I like is... How do you spend extra Money? A book that I've read is... What kindof pet do you have or I spend most of my free time... would you like to have? At school. I like to... Do you like to be outdoors? At home. I like to.. . Why do you like your best friend? My friends... What do you dream about when A famous person that I'd like to know is.. . you are sad? I'd like to know more about.. . What makes you happy? Descriptions Tellhow you spend your time aff f,:r school. Tell about the best days you have ever had. Explain why you like your favorite television show. Draw a picture of the members of your family and your house. Tell about them. Exp la,what kind of work do you want to do when you are out of school. Many ideas for more informal types of getting to know your students can be found in resource books such as the following:. Canfield, Jack and Wells. Harold.100 Ways to Enhance Self-Concept in the Classroom. Englewood Cliffs. New Jersey: Prentice-Hall. Inc.. 1976.

Chase, Larry.-The Other Side of the Report Card: A How-to-do-it Program for Affective Education.Pacific Palisades. California: Goodyear Publishing Company. 1975.. Selection Criteria for Materials hers in today's classrooms are constantly required to select appropriate materials forclassroom use.. Although supervisors and media specialists are excellent sourcesfor assisting teachers. many times the tea :ler must complete such tasks individually. The following criteria are presented to assist the teacher in selecting materials. The list canand should be adapted for use with nonprint materials as well. 1. Do the authors include those with classroom experience?. 2. Are adequate consultant services provided by the publisher?

21 3. Does the material includereference to all necessary skills? 4. Are instructional techniquesused that have been proven successful? 5.Is the language natural andsuitable for the audience? 6. Does the material promote theintegration of the various language arts? 7. Are the materials on an appropriatereadability level? 8. Does the sequence of skills matchthe needs of the student? 9.Is sufficient, periodic repetitionof skills provided? 10. Are directions easily understood? 11. Does the material providefor different rates of learning? 12. Does the material reflect student'sexperiences, language and background? 13. Are the materials free of culturaland stereotypic bias? 14. Dees the material promotehealthy self-images? 15. Are the materials interesting tostudents? 16.Is the length and depth appropriate tothe abilities of the students? 17.Is the material visually soundand appealing? 18. Does the material encouragecontinuous evaluation? 19. Can the material be integratedinto the on-going curriculum? 20. Does the material encouragetransfer of knowledge to everyday experiences? Resources Guidelines for Publications.Urbana, Illinois: Nati (Mal Council ofTeachers of English, 1973. Tennessee Reading Teacher, Spring, Harrington, Alma J. "What IsIn Those Reading Materials?" 1978, p. 19. Indiana: Phi Delta Kappa Educational Morris, Claire E. SelectingChildren's Reading. Bloomington, Foundation, 1973. Zenger, Weldon and SharonZenger, Handbook for Evaluating andSelecting Textbooks, Belmont: Fearon, 1976. Readability and Cloze Procedures face classroom teachers has been that of providingreading materials for One of the major problems to of the relative difficulty students at an appropriate levelof difficulty. Readability formulae give us a measure of materials. of factors consistently appear While a variety of factors haveappeared in different formulae, three types direct or indirect measure of word difficulty orfrequency. About 60 percent of (Klare, 1963). These include a of the available formulae use some measureof sentence 9,',-7ngth. About 30 percent use some measure sentence complexity: e.g.,the number of prepositional phrases, etc. Some of the available readabilityformulae include Da le-Chall Fry Spache Gunning-Fog Flesch grade level designations are for American The following material isadapted from a 1977 article by Fry. The schools. The graph may bereproduced with the proper sources cited. EXPANDED DIRECTIONS FOR WORKING READABILITY GRAPH 1. Randomly select three sample passages and count out exactly 100 words, each, beginning with the beginning of a sentence. Do count proper nouns, initializations, and numerals. 2. Count the number of sentences in the hundred words, estimating lengthof the fraction of the last sentence to the nearest one-tenth. 3. Count the total number of syllables in the 100-word passage. If you don't have a hand counteravailable. an easy way is to simply put a mark above every syllable over onein each word, then when you get to the end of the passage. count the number of marks and add 100. Small calculators can also be used as counters by pushing numeral 1, then push the sign for each word or syllable when counting. 4. Enter graph with average sentence length and average number ofsyllables; plot dot where the two lines intersect. Area where clot is plotted will give you the approximate grade level.

S.If a great deal of variability is found in syllable count or sentence count, putting more samples into the average is desirable. word is defined as a group of symbols with a space on either side: thus Joe. IRA, 1945. and & are ...me word. 7. A syllable is defined as a phonetic syllable. Generally. there are as manysyllables as vowel sounds. For example. stopped is one syllable and wanted is two syllables. When counting syllablesfor numerals and initialiiations, count one syllable for each symbol. For example. .1.945 Is four. syllables. IRA is three syllables and & is one syllable.

pets..loOrs BEREMBER ..ditmom muumuurn aserigwoldii 4uommumuur PRIONv somummum um- ME& AMINIIIIIMEM 111 WRIBMINEVIMINI/1111 161111111020/11PASIEWARN 1111111/1110VAINERIAN ummumniumfrAMIIIMPIMINEWAME111111 ayarro 11111BEIMEVAINEWM 01111 EMINEMEINIMEIN 1111111117+ mum111111111111111111VAMMUIF MUM I

Fry. Edward. "Fry's Readability Graph: Clarifications.Validity. and Extension to Level 17." Journal of Reading December. 1977, 242-252. The Cloze Procedure can be used for several purposesincluding diagnosing student ability. matching a student with material that is within a certainreadability range and using as a teaching tool. The procedures for designing a doze exercise vary according toseveral authors. A basic format is presented here. The reader is encouraged to review the resource sectionfor adaptions. Select a passage of 250 to 300 words which seem toform a unit.

23 Starting with one of the last five words in the passage, countbackwards and circle every fifth word until you have-circled 50words:-Do riot count numbers or proper nouns. Retype the .Passage-and replace each circledword with an underlined blank 15 spaces-long. (eg. This (3) is fun.) Ask the students to try a trial exercise of dozewith you then give them a duplicated passage. Students are to number their papersand replace the deleted words with the ones they think the authorused in the original. Only count an exact replacement or interpretablemisspellings as correct. Convert raw scores into percentages: a. below 40 percent - toodifficidt b. 40 percent-60 percentappropriate for instruction with assistance c. above 60 percent - can beread usually without assistance Reevaluate student answers for synonyms to get a more accurateview of the student's use of context clues. Resources Bell, 1/"The Emperor's New Cloze."Journal of R ading,1977, 20, 7, 601-604. Bormuth, John, "Readability: A New Approach",Reading Research Quarterly,1966, 79-132. Blanchowicz, C. "Cloze activities for primaryreaders."The Reading Teacher,1977,31,300-302. Bonnick, R. and Lopardo, G. "An instructionalapplication of the doze procedure."Journal of Reading,1973, 16 (4), 296-300. Grant, Patricia. "The doze procedure as an instructionaldevice."Journal of Reading,May 1979,22 (8), 699-705. Harris, Albert and Jacobison, Milton, "AComparison of the Fry, Spach and Harris-Jacobison Readability Formulas for Primary Grades."The Reading Teacher, 33,May 1980, 920-924. .Jongsma, Eugene.The Cloze Procedure as a Teaching TechniqueNewark, Delaware: The International Reading Association, 1971. Kennedy, D. "The doze procedure."Instructor,November 1974,84,82-86. Klare, George.The Measurement of Readability.Ames, Iowa: The Iowa State University Press, 1963. Lopardo. G. "LEA-Cloze reading materialfor the disabled reader."Reading Teacher,1975,29(1), 42-44. Marino, Jacqueline "Cloze Passages: Guidelinesfor Selection"Journal of Reading,March 1981, 470-483. Rankin, Earl F.The Measurement of Reading Flexibility,Newark, Delaware: International Reading Associatidn, 1974. Schell, Leo M. "Promising possibilities for improvingcomprehension."Journal of Reading,March 1972,15(6), 415-424. Seels, Barbara and Dale, Edgar (ed.)Readability and Reading: An Annotated Bibliography. Newark. Delaware: International ReadingAssociation, 1971. Sinatra, R. C. "The doze technique for readingcomprehension and vocabulary development."Reading Improvement,1977, 14 (2). 86-92. Weaver. Gail C. "Using the doze procedure as ateaching technique."The ReadingTeacher, February 1979, 32, 632-636.

24 SPECEAL CONt-,i!DERATIONS Your special considerainis for low achieving students will be addressed; namelyself-concept, learning style. 1.Iks.!.,,,qo ''Hi it(.' and individual differences. Self-Cow. pt The self-concept of an individual is built upon and developed as a result of past experiences. Maehr(1969) ,wqgests that a childs reactions to experiences are based more On opinions that people who areimportant to the child seem to hold than upon the child's success orfailure with the task itself. A person usually has ,Alternatives regarding any evaluation of a competency. either by others or by one-self. The person may actually feel competent in those activities which are important. hide or disguise lack of ability. deny the importance of the activities or insist that poor performance resulted from lack of effort rather thanlack of ability. Ina society which places great emphasis on reading ability there are only twoalternatives to actual or perceived incompetence in reading. These alternatives are disguising incompetency. or withdrawing effort. Few children are clever enough to hide a reading disability. therefore. they give the appearance thateffort has not been extended. To avoid further negative feelings, the student may exhibit disinterest. apparentlack of effort, refuse to do assignments and or show carelessness in or professed hatred-of school work. A teacher in addressing students' individual needs must recognize whichstudents classified as poor readers also have poor self-concepts. Wise.teachers "believe that the student swho fed good aboutthemselves and their abilities are the ones who are most likely to succeed" (Turkey. 1970. p,4). Five types Of behavior ordinarily observable as indication of self-concept include Comments Reactions (facial expressions. body movements. gestures. groans and similar noises) Interactions Quantity of volunteer answers Confidence (An indication of this confidence may be the extent to which the student asks questions about assigned tasks) (Quandt, 1972.) In building self-concept. the teacher should minimize the differencebetween groups. avoid comparisons and competition among groups. vary the bases on which groups areformed. and compare the progress of an individual with one's own previous workrather than that of other pupils. Teachers should guide students so they will accept theweaknesses and mistakes of others. guide students so that they reduce negative comments or actions toward others. help students develop adiscriminating attitude toward tattling and avoid entharrassment its a punishment. The teacher i5 a significant forcie in promoting positive attitude development and maintenancein the classroom. Teachers' nonverbal behaviors. the models they provide for theirstudents. and the az:titudes they have toward reading and toward students as readers are among the mostpowerful forces affecting student attitudes (Alexander and Filler. 1976). Some of the most influential communications sentfrom teacher to student do not involve direct statements and actions. The teacher maycommunicate personal expectations to the students through tone of voice. facial expression.. eve contactand posture. A teacher needs to be aware of these aspects of nonverbal behavior and should evaluate theeffect of..them on students. The folio ring questions adapted from Robinson (1952) and Zintz (1972) will help teachersanalyze themselves in terms of their attitudes and behaviors which are conducive to establishing positiveattitudes in students. [)o I value each student as a person and respect efforts atself-improvement? Do I permit the student to express fears and dislikes even if they are directedtoward me? Do I consider the feelings of my students and give immediate attention. to their needsand interests?

25 Do I convince 111V StIRIclits thatthey need not be afraid to make mistake's? Do I believe oat each student canachieve some measure of success? attend to/indit;idual needs and interests? Do I rationalize thatI do not have the time and materials to and materials Do I change methods and materialswhenever student progress indicates that the methods being used are not producing thedesired results? Ant I aware of the verbaland nonverbal ways thatI communicate My feedings to lily students? Teachers need lo work also with parents tohelp provide a morn ,positive home environment.Group explaining the nature of meetings with parents or school-hone cooperative programs can be useful self-concept and the value of approaches at home.

Resources Alexander, J. E. and Filler. R. C.Attitudes ard Reading.Newark: International Reading Assbcia- tion. 1976. Provo: Brigham Young University Press.- 1978. Alley. Stephen.100 Helps for Teachers. 36. Anderson. Camilla A. "TheSelf-Image: A Theory of Dynamics of Behavior.".Mental Hygiene, 1952. 227-44. and Lang, Gerhard. "Children's Perceptionsof Their Teachers' Feelings Toward Davidson. Helen11. Journal of Experimental Them Related to Self-Perception.School Achievement and Behavior"; Education,29, December 1960. 107- (8. Elkins, Dov Peretz.Glad to Be Me.Englewood Cliffs. Prentice-Hall. 1976. October Maehr. Martin L. "Self-Concept.Challenge and Achievement".Lutheran Education, 105. 1969, 50-57. Englewood Cliffs. New Jersey: Purkey. William W.Self Concept and School Achievement. Prentice-Hall. 1970. Association. Quandt. Ivan.Self-Concept and Reading.Newark. Delaware: International Reading 1972. Richardson, Sybil. "The Teachers Influencetipon the Learner's Self Concept".Claremont Reading Conference Yearbook.32. 1968. 114-22. 72. May Robinson, Helen M. "FundamentalPrinciples for Helping Retarded Readers".Education, 1952. 596 -99. Rosenthal, R. and Jacobson. L. F. "TeacherExpectations for the Disadvantaged."Scientific Ameri- can,218. April 1968. 19-23. Second Edition. Dubuque. Iowa: Wm. C. Brown.1972. Zintz, Miles V.Corrective Reading, Learning Styles that, when classified, affect Dunn and Dunn (1978) foundthat there are at least eighteen categories learners. These include (1)immediate enviroment (sound,light. temperature and design): (2) own (3) sociological emotionality (motivation. persistance.responsibility and need for structure and flexibility); (perceptual, strengths, intake, time and need (self. pair. peers, team,adult or varied: and (4) physical need understand the mobility). Before teachers can diagnosetheir students learning styles, they need to and DUnn (1978. p. 5-24) definitions and. implicationsof each of the eleMents that affect them. Dunn brief discussion of each provide an in-depth analysis ofthese elements and their possible implications. A element follows.

26 Environmental Elements Sound Some students only need a relatividy quiet environment. whileothers require complete silence before they can concentrate. Light Smite students can tolctate only subdued lightituLand others requireextremely bright light., befinc they can engage in reading and writingactivities conifni Temperature Some people concentrate better 11'1101 the temperature' IS cool ()tilers cannotconcentrate when they are cool. Design Some students require all informal. relaxed. casual design in order to concentrate on atask whereas other students may need traditional desks and chairsfor comfort. Emotional Elements Motivation Motivated students should he told exactly what they are required to CIO.what resources are available to them, how to get help if they shonlii lived it and how they will beexpected to demonstrate that they have learned what they have been assigned. Unmotivated studentsshould be given short assignments and resources thatcapitalize un their strengths. Such students may become ableto function with responsibility When they are allowed to (1) make choices. (2) learn inaccordance with their learning style preferences. (3) participate in paired or teamed peer group studiesand (4) evaluate themselves. Persistence When given a task to complete. some studentswill work at it until it has been completed. seeking help from a classmate. or a resource book or the teacherif needed. The moment other students experience anv difficulty. they lose interest. become irritated. begin todaydream. or become involved in social activities rather than finish their task. Studentsshould be given their objectives and a time interval in which to complete them with the idea that although theyneed not continue learning without a rest, they do have to complete their task. Responsibility Responsible students follow through on a given task. complete it tothe best of their ability, and often do it wit how direct or frequent supervision. The studentwho is not responsible. however, begins to annoy their classmates. The students who do not read well canbe given short assignments. written materials read to them on a ,,upplementary tape. frequent encouragementand supervision. and much praise as each objective is completed. Structure The teacher must identify creative students who findlearning under mandated guidelines very frustrating and offer them many alternative opportunities to organizetheir own studying situations. Itis equally important that the teacher recognize those who areunable to function comfortably unless well-defined directions and procedures are given to them. Sociological Elements Students learn in a variety of sociological patternsMat include working alone. with one or two friends, with a small group or as part of a team,with adults or. for some. in any variation.

27 0 .2 Physical Elements Perceptual Strengths modality. Instruction should capitalize on thestudent's perceptual strength or preferred learning auditory sense can differentiate among sounds, canreproduce them by Students who learn through their learn better through hearing them and should be taught toread by the phonics approach. Students who mind. Such students can their visual sense can associate shapesand words and can see the word in their learn through a word-recognitionapproach. experiences as: (1) Students who learn through their senseof Conch (tactual) should be given many such with water or chalk or on paper tracing words in sand, or on clay:(2) writing the words on a chalkboard of softened clay, and (4) piecing with pencil. crayons, and a pen: (3)molding the words with long sections material such as felt, together the words with by (a) alphabetmacaroni: (b) sandpaper letters. (c) pasting nylon or burlap onto letter forms. experiential or whole body (kinesthetic) experiencesneed So have some Students who learn through the teaching of activities that provide for whole-bodyinvolvement. Examples of activities might include and and using the newvocabulary as part of the planning. the implementation, new words by taking a trip multi-sensory resources the review. Students who require acombination of sense should be provided with through which to learn.

Intake while they are learning, their grades and It has been found that whensome..children are permitted to eat when concentrating. bites on fingernails,pencils or other objects their attitt'ides improve. A student who, may be exhibiting adesire for intake.

Time do not seem to do Some students function at maximumcapacity very early in the morning while others so until late morning or noon.

Mobility location often. Other Some students cannot function wellunless permitted to change their position and period of time. students are able to complete a taskwhile in one physical position fora long The questions used in theLearning StyleInventory are included at the end of this section. The, of the elements that affect inventory is scored and analyzed aspart of the rating procedure. An awareness of alternatives to one's learning style should be followedby a gradual sensitivity to one's implementation be found accommodate differences. Specificsuggestions concerning lessons based on learning styles can in the suggested references. References August 1974. p.23. Ashely, IXH."Children Need to Be TreatedAs Individuals,"Instructor, Dec. Bernstein. B. E. "Tailoring Teachingto Learning Styles." 34.Independent School Bulletin, 1974. pp 50-52. Educational Leadership Button, C. B. "Teaching for IndividualDifferences: A Necessary Interaction", March 1977, pp. 435-438. NY: Biophy. J.E. and T.L. Good.Teacher.- Student Relationships: Causes andConsequenCes: Holt, Rinehart and Winston, 1974: Individual Learning Styles: A Dunn. K. and ,Dunn, R.Teaching Students Through Their PractiCal Approach.Reston. Virginia: RestonPublishing Company, Inc.. 1978.

28 John. V. "Structure of Failure: An Overview -Children's Styles of Learning and Teaching Styles of their Teachers." 7.Urban Review,July 1974. pp. 207-214. Mack. Don. "Privacy: A Child's NeedTo Be Alone in the Classroom,"Teacher,Feb. 76. 1).52-53. TruboWitz. S. "The Tyranny of Time." 73.Elementary School Journal,October 1972. pp. 1-6. Classroom Climate The classroom should provide the learner with aspleasant an atmosphere as possible. The teacher should be firm in standards of work and in expectationsbut should avoid creating hostility, tension, and fear in the student. A teacher should provide a place wherestudents may enjoy learning without fear of criticism. Students should be able to express their fears,their frustrations and their dislike to a teacher who iswilling to listen. In addition to these intangibles. thoughtshould be given to what is placed in the room and how itis arranged. Since the room becomes it sourcefor initiating and organizing learning activities, what is included and its availability to the students are of primaryimportance.Change for Childrenoffers the following Room Environment Checklist(Kaplan. Madsen and Taylor. 1973, p. 10). Check -- Utilizing space to provide abalance between quiet and noisy work areas. CheckProviding areas for independent study and groupinteraction. CheckLabeling areas and posting directions for usingthem. CheckProviding containers and spaces for makingntaterials available to students, CheckDevising ways to obtain human resources.andmaterials.

Resource Kaplan. S.. Kaplan. J.. Madsen. S. andTaylor, B.Change For Children.Pacific Palisades, California: Goodyear Publishing Company. Inc.. 1973. Individual Differences is worthy of special As mentioned previously, studentsdiffer in many ways. One difference that which is consideration is cultural background.One's background is an intimately personal matter. one behavior for closely connected to one's perception ofself-worth. One's language. custom; and nonverbal example. are visible indications of "who youare" now. At the 'same time, they havebeen strongly influenced by the past. by one's culturalbackground. It is important, therefore, that cultural differencesbe accepted and not negatively stereotyped. that 'they cannot Culturally different students haveoften been convinced. perhaps unintentionally. succeed and that teachers do not likethem. Cultural differences perhaps shouldbe treated,the way obvious differences between men modern society now treats equalemployment of the sexes ... there are predetermined notion and women but each person should beviewed as an individual, regardless of a regarding ability based on stereotyping. The first -step in eliminating bias is an awarenessthat it exists. Prejlidging a student because of cultural exhibit genuine effort and not reasons is destructive to boththe student and teacher. The student may understand why progress is not praised.The teacher may not realize that favoritism is beingshown. for their Some of the recommendations for workingwith culturally different students include show respect them in ideas, praise them sincerely, recognizethem when they do. well, ask for students' ideas and. use and help students to lessons, allow students to setgoals, show them reasons for what they are asked to do. build a positive sellconcept, (Gilliland.-1978). and a practical nature concerning the issue of Theliteratureabounds with Material both of a theoretical dialect differences and instruction inlanguage arts. Only some resources are listed.

29 Resources Barat4 Joan & Roger Shuy (Eds.)Teaching Black Children to Read.Washington, D.C.: Center for Applied Linguistics, 1969. Urbana, Ill: N.C.T.E., 1974. Butler. Melvin (Cairperson).Students' Right to Their Own Language. Ching. Doris C.Reading and the Bilingual Child.Newark, Delaware: International Reading Association. 1976. Cullinan, Bernice E. (Ed.)Black Dialects and Reading.National Council of Teachers of English, 1974. Dillard. J.L. Black English.New York: Random House. 1972. Fryburg. Estelle L. "Black English: A DescriptiveGuide for the Teacher." in Bernice E. Clinician (Ed.). Black Dialects and Reading.Urbana. III: N.C.T.E.. 1974. Gilliland.It A Practical Guide to RemedialReading.Coluodis. Ohio: Charles E. Merrill Publishing Company. 1978. Ginsburg. Herbert.The Myth of the Deprived Child.Englewood Cliffs. N.J.: Prentice-Hall. Inc.. 1972. Goodman. Yetta M. & Rudine Sims. "WhoseDialect for Beginning Reading?"Elementary English. Vol. 51. No. 6. Dept. 1974. Hall. Mary Anne.The Language Experience Approachfor the Culturally Disadvantaged. Newark. Delaware: International ReadingAssociation; 1972. Harker. Jean and Beatty. Jane (ed).Reading and the Black English Speaking Child.Newark. Delaware: International Reading Association.1978. Kochman. Thomas. (Ed.)Rappin' and stylin' Out:- Communication in.Urban Black America. University of Illinois Press. 1972. Labov. William. A Study of NonStandardEnglish. Washington. D.C.: Center for Applied Linguistics. 1969. Newark. Seitz. Victoria.Social Class and Ethnic Group Differencesin to Read. Delaware: International Reading Association.1977. Slly. Roger W.Discovering American Dialects.Champaign. III: National Concil of Teachersof English. 1967. Newark. Delaware: Interna- :Monis. Eleanor.Literacy for America's Spanish SpeakingChildren. tional Reading Association. 1976.

30 LEARNING STYLE INVENTORY

. by Rita Dunn. Ed. D. Kenneth Dunn, D. Gary E. Price. Ph. D.

I)irections This inventory has several statements about how peoplelike learn. Read each statement and decide whether you usually would agree with statement orwhether you usually would disagree with the statement. If you agree. answer "true- to the statement and if you disagree.answer "false" to the statement. You should give your immediate .or first reaction toeach question. Please answereachquestion on the separateanswer sheet. Do not write onthis booklet. Before you begin to answer the questions. be certain to write yourname, your sex, your grade and the other information called for in the space provided on the answersheet.; Remember, try to answer every question. Now open the booklet and start with question 1.

31.

Q: '.441 ILA r I have to learn something new. IIII«, to I.I study best when itis quiet. 33.If learn about it by having it told to ow. 2. My parents Want nee to getgood grades. 34. At home I usually study under a shadedlamp 3.I like studying ivit lots 01 light. while the rest of the room is dim. I like to he told exactly what 10do. 4. 35.I really like to do experiments. 1 concentrate best when I feel 5. 36.I usually feel more comfortable in coolweather 6.I study best at a table or desk. than I do in warm weather. 7. When I study Ilike to sit on a soft chair or 37. When I do well in school, grown-ups in my couch. family are proud of me. 8.I like to study with one or two friends.. 38.It is hard for me to do my school work. 9.1 like to do well in school 39.I concentrate best when I feel cool.

10.Iusuallyfeel more comfortablein warm 40.I like to sit on carpeting or rugs when I study. I do in cool weather. weatherthan 41.I think my teacher feels good when Ido well 1I. Things outside of school are moreimportant in school. work. to me than my school 42.I remember to do what I am told. morning. 12.I am able to study best in the 43.I really like to watch television. I 13.Ioften have trouble finishing everything 44.I can block out sound when I work. ought to do. 45.I am happy when I get good grades. 14.I have to be reminded often to dosomething! 46.Ilike to learn most by building, baking or of me. 15.I like making my teacher proud doing things. 16.1 -study best when lights are dim. 47.I usually finish my homework. studying to do I 17. When I really have a lot of 48. If I could go to school anytime duringthe day. like to work alone. I would choose to go in the early morning. I study. 18.I do not eat or drink. or chew while 49.I have to be reminded often to do something. I study. 19.I like to sit-on a hard chair when 50.It is hard for me to get things done justbefore 20. Sometimes I like to studyalone and some- lunch. times with friends. 51.Itis easy,for me to remember what I learn 21. The things I rememberbest are the things I when I feel it inside of me. read. 52.I like to be told exactly tvhat to do. 22.I think better when I eat whileI study. 53. My parents are interested in how I doin 23.I like others to outline how Ishould do my school., school work. 54.I like my teacher to check my schoolwork. study. 24.I often nibble something as I 55.I enjoy learning by going places. 25. It's hard for me to sit in one place for a long 56. When I really have a lot, of studying todo I time. like to work almie. I study them 26.I remember things best when 57.I like adults nearby when I work aloneor,with early in the morning. a friend. I really like people to talk to me. 27. 58.1 can sit in one place for a long time. work. 28.I hardly ever finish all My 59.I cannot get interested in my school work. the afternoon. 29.I usually start my homework in 60.I really like to draw, color. -or trace things. doing better than 30. There are many things I like 61. The things I remember best are the thingsI going to school. hear. 31.I like to feel inside what Ilearn. GO ON TO NEXT PAGE 32. Sound usually keeps nrefrom conc"rtrating.

32 9 0 62.I remember things best when I study them in 93.I often eat something while I study. the afternoon. 94.I enjoy being with friends when I study. 63. No one really cares ifI 95. It's hard for me to sit in one place for a long 64.I really like to shape thiw. , time. 65. When I study I put on nian,, lights, 96.I remember things best when Istudy them before evening. 66.I like to eat or drink, or chew while I think my teacher wants me to get good 67. When I really have a lot of stuoyin : 97. like to work with a group of friends. grades. 98. The things I like doing best in school I do with 68. When it's warm outside Ilike to go out. grown-ups. I remember things best when Istudy them 69. I really like to build things. early in the morning. 99. 100.I can study best in the afternoon. 70.I can sit in One place for a long time. 101. Sound bothers me when I am studying. 71.I often forget to do or finish my homework. o..102. When I really have a lot of studying to do I I like to make things as I learn. 72. like to work with two friends. I can think best in the evening. 73. 103. When I can. I do my homework in the after- 74.I like exact directions before I begin a task. noon. 75.I think best just before lunch. 104.I love to learn new things. 76. The things I like doing best in school I do with STOP friends. 77.I like adults nearby when I study. 78. My family wants me to get good grades. .79. Late morning is the best time for me tostudy.

80. 1 like to learn most by building. baking or doing things. 81.I often get tired of doing things and want to start something new. 82.1 keep forgetting to do the things I'vebeen told to do. 83.I like to be able to move and experiencethe motion and the feel of what I study. 84. When I really have a lot of studying, todo I like to work with two friends. 85.I like to learn through real experiences. 86. III could go to school anytime during theday. 1 would choose to go in the early morning. 87. The things Ilike doing best in school,I do with a grown-up. 88.I can ignore most sound when I study. 89.IfI have to learn something new. Ilike to learn about it by seeing a filmstrip orfilm. 90.I study best near lunchtime. 91.I like school most of the time. 92.I really like to listen to people talk.

33 4 COORDIN,N'HON Planning ( hie (Atli(' most important aspectsofworking with unmotivated or low achieving students iscoordination knowledge of the other or planning between or amongtheirteachers. Each leacher should have a working teachers curriculum area. If a curriculum guide isused. it can be surveyed and ails of study call be adapted They can brainstorm to coincide with identified areas.Teachers can share ideas and methods of teaching. tvays to contribute to oneanother's area for the benefit Of these students. "teachers canborrow ideas from each other so the students are exposed to the sametype of net iyit ies'in different classes. Teachers Styles Teachers should become familiar with the teachingstyle of other teachers with whon they work. They can observe the successful techniques used by eachother in the classroom. Principals are often eager to supervise student learning while the teacher visitsanother room. Student Records and Progress Each teacher should become acquainted withstudent records. Communicating with other teachers concerning student progress and sharing anytifis for success may increase a student's a overall progress. Scheduling It is extremely helpful for the principal orcounselor to be aware of the joint efforts ofteachers working with low achieving students. Their added support isencouraging and they can. be of invaluable assistancein scheduling classes so these students can bestbe served. Joint planning time or occasional releasedtime for teacher planning purposes is time well spent. Student Personalities they give us. All of us have some difficult studentswho don't seem to give anyone else the problems Working together, teachers can sharetechniqu2s that work for maintaining discipline, motivationand accomplishment. Everyone benefits from thisshared information. Examples of Coordination Effortsbetween English and Social Studies Teacher Use the social studies vocabulary asspelling words in English class. Use social studies ideas (foundingof colonies ) as an assignment in English(writing a letter home describing life in the New World). Let the same activity count for twogrades, one in English and one in socialstudies. (Write a letter to a politician; check facts in social studies classand letter form in English). This gives positivereinforcement to the student and will encourage moreeffort on the project. Coordinate visitors and field trips.Teach interviewing techniques in English classand have the students interview musket shooters during anAmerican History unit. Use actual paragraphs from the socialstudies text to teach punctuation, vocabulary,compound sentences or some other skill. adult. Unless In some schools, students receive instructionin language arts from more than one teacher or careful planning precedes instruction,needed assistance can be overlookedand opportunities for reinforcement missed. Decision making need, tobe shared, not assumed by just one teacherwhile the other becomes an assistant. The tableof role responsibilities that appears at the endof this section can be used as a guideline for full use ofteacher talent.Who does what" really requires forethought to avoid students being assessed twice for the sameskill or required to do the same assignment again.Areas and additional help are also suggestions for coordinationbetween classroom teachers and those providing described in the following pages.

34 i)

Major Curriculum Roles and Responsibilities in Language Arts Instruction for Students

Role Responsibilities District Level Local Board of Education 1. Plan and develop curriculum Members (a) according to guidelines and policies set forth by the Superintendent Georgia Board of Education Directorof Instruction (b) with input from educators, the community, teaching Early Childhood Coordinator staff and students (when appropriate). Elementary Grades 2.Supervise and assist in the implementation of the cur- Coordinator riculum. Middle Grades Coordinator 3.Plan and develop a staff development program for teachers Secondary Grades and paraprofessionals which enables them to implement Coordinator the curriculum effectively. Language Arts Coordinator Reading Coordinator Title I Coordinator CBE Coordinator Assessment Coordinator Staff Development Coordinator Special Education Coordinator Building Level Principals Assistant principals 1,2,3, above .... Lead teacher 1,2,3 above as directed 4.Guides teachers in planning a total language arts program for each student. 5.Assists in matching methods and materials. through the teachers to the students. 6.Assists in maintaining records of instruction and progress. 7.Facilitates coordination among teachers 8.Oversees work of paraprofessionals 9.Assumes administrative or teaching duties as directed

State or locally paid 1. Provides the basic instruction for all stude,-;`-- his/ classroom teacher her charge (a) A language arts teacher should provide a balance of instruction in all areas of language acts (b) A reading teacher should coordinate with teachers of the other languap9 arts to insure a total program. 2.Assesses student sttragths and weaknesses. 3.Groups and regroups students according to needs. 4.Matches methods and materials to student learning styles needs. 5.Provides lesson plans'directions for any state or localpaid aide under his her immediate supervision. 6.Informs supplementary teachers of specific weaknesses of students enrolled for Title I services.

35 A Role Responsibilities

State or locally paid 7. Plans jointly with all instructors of students in classroom teacher his her charge. 8. Maintains records of student instruction and progress. 9. Informs parents of student prOgress.

Title I funded teacher Provides supplementary instruction to identified In the substitution of services students model and teaming models, this (a) In order to be supplementary. the instruction instruction does not have to be must be in addition to the basic instructionprovided "the double dose" or strictly in by the classroom teacher. For example, the classroom addition to the basic instruction. teacher could teach a basal reader story, identify a The instruction, however, 'skill with which Title I students had difficulty and should be geared to student ask the Title I teacher to reinforce'the skill using needs and be more flexible and the basal workbook. (The Title I teacher should also interesting than a steady diet of use other materials.) (b) If the TitleI teacher consistently the same instruction that would teac'ies the entire basal story plus follow-up from the same be provided without Title I series used by the classroom teacher. the Title I instruction assistance. is supplanting the teaching responsibility of the classroom teacher and is no longer supplementary. 2.Provides" more individualized instruction to identified students based on a planned program according to specific needs. (a) Instruction should include small group as well as one-to-one instruction with frequent regrouping. (b) A variety of methods and materials should beused according to the needs of the student.. (c) A balance in the use of various materials should be maintained to prevent overuse or misuse of machines, workbooks, etc. 3.Provides les.son plans directions for any Title I aide under his her direct supervision. 4.Maintains records of student instruction and progress. 5.Informs classroom teacher of student instruction and progress. 6. Plans jointly at regular intervals with the classroom teacher, of the students receiving supplementary instruction. 7. Informs parents of student progress in conjunction with established policy (either jointly with the classroom teacher or individually).

Paraprofessional (aide) 1. Works under the direct supervision of a teacher. 2. Reinforces concepts or skills previously taught by the classroom or Title I funded teacher. 3.Assists teacher(s) as requested. 4. Plans jointly with teacher(s).

Note: Title Iis now called Chapter I. .4

36 SUGGESTIONS FOR COORDINATION

REGULAR PROGRAM SPECIAL HELP PROGRAM AssessnwntStudents In the, regular classroom program may beThe special program teacher should begin with the assessed in several ways including 1. Standardizeddata upon which student eligibility was based (in- testing (ITI3S. etc.): 2. Teacher made tests: 3. Datacluding standardized tests. placement in the basal cummulative foldrs: 4. "Informal- reading reader. teacher judgment. ,qc.). He she should then observation folders ;teacher guessing or proceed to obtain a more ill-depth view of the of student work) student through 1. an informal reading inventory. 2. all interest inventory. and 3. a measure of learning style.; The components of a demonstrated deficiency should be examined thoroughly to determine severity (i.e. difficiency in reading comprehension should be pinpointed for difficulty in deter- taming the main idea, ill drawing conclusions, etc.)

ProceduresI The method of instruction in the regular classroomThe special program teacher should possess the (method 8; may depend on I. Teacher familarity with methodability to evaluate critically the whole student, to material (Basal readers, language experience etc.): 2. capitalize on hisiter strengths and to match his her selection) Teacher competence in classroom management strengths and to match his her skill weaknesses (ability to teach a variety of groups simultaneously):with the appropriate materials methods. Sensitivity 3. Availability of materials: 4. Teacher understand-to and skillfulness at determining learning style and ing of diagnostic data. providing required materials (commercial or In the regular classroom. material selection teacher-made) with many alternatives is necessary. should be based on 1. The needs of the students as indicated by the diagnostic infor- The student's planned program should complement mation: 2. The appropriate levels of ability the basic program. Content should be presented in of the students: 3. The expectation that there smaller instructional units. A variety of both print will be a wide range of abilities in the class: and non print materials should be available. A 4. A planned program of instruction based on balance within the programs and between the pro- the student's indeittified learning style. (Learn grams should be maintained. by doing, lecture, group. activity. etc.)

Student In the regular classroom an assessment of studentStudent progress should be evaluated both formally Progress progress should be I. Conducted periodically to and informally by the special program teacher in deterinine the student level of personnel in a I:an-conjunction with the regular teacher. Smaller class- tic-01m area: 2. Kept with accurate and periodicallyes facilitate using student teacher conferences. Pro- updated records. gress can be evaluated more frequently. perhaps on a daily basis rather than at the end of a unit of study. Evaluation should include not only performance but also behavior and effort.

Support In the regular classroom program. the support of The special program teacher needs to develop Services the principal and parents may be used to 1. Provideeffective interpersonal skills to maintain priigram necessary resources (human and physical) to survival as well as program coordination. The support the program: 2. Serve as resource to assistsupport of the principal must be obtained to secure (in the classroom and at home) in the developmentplanning time, purchase of materials, and the of required materials and other support (volunteers.efficient use of instructional aides. Other tutors. resource persons. etc.): 3. Provide input intoteachers should feel that the special program is an the future directions of the program. asset to the school. Parents must feel comfortable in talking with the teacher during a visitation or at a conference concerningpupil progress. Such communications with the parents could be done jointly with the regular teacher.

37 SUGGESTIONS FOR COORDINATION

REGULAR PROGRAM SPECIAL HELP PROGRAM The special program teacher should assist in Program evaluation in the regular classroom con- assessing the supplementary aspects of the pro - Evaluation sists id an examination of the adequacyof the materials. course content. overall programobject-gram at the end of a marking period or atthe ive, the delivery system. overall progressof students.end of the year. Items such as scheduling. methods and other relevant program aspects. /Amongthe and materials. and inservice training could he data used to gain an accurate picture ol.the pro- assessed for effectiveness and suitability. gram are as follows. I. Stimulativedata; 2. Group achievement scores:.. Student records of progress and accomplishments including notebooks): cf.In- dividual student grades., 5. Feedback from parents (conferences and informal conversations); 6.1)1s- tribution of available materials; 7. Other informal records.

Regular Classroom", Corda. I.anie and Bill Hammond."Coordinating Special Reading Programs with the Reading Association, Proceedings from the Fifth SoutheasternRegional Conference of the International Nashville. February 8, 1980. reprintedby permission.

38 SUPPORT PERSONNEL 1-:ducatms are aware' ()Ithe continuing need for individualizing instruction. but at times numerous noninstructional !asks such as administrative duties. clerical work andhousekeeping chores prohibit teachets Irmo implementing this concept. Adult assistance in theclassroom through paraprofessionals, parents, coltuaeers and college simlems can reduce manyof these burdens and allow the teacher to work more closely with students varying levelsof Many times community representatives possess special skills that can facilitate classroomlearning as well. For v.x,Anple, musicians can teach children songs and develop their senseof rhythm. Painters can help children explore colors. bhin and texture. Gardeners can help children appreciatethe growth process as well as the beauty ol plants and [havers. while the gourmet cook can stimulateinterest in nutrition. All of these (reds can be used to expand language !valuing. Volume.- workers can also produce puppet stages. listening stations. stands for learning centers andsmall tables lor a ills Cent erti.I nigh SCI1001, vocational and r011eqe sludvnts could be scheduled to work as tutors in elementart, and middle schools. Senior citizens could share their talentsin !Mint) Ways, including reading to students ;wiping them with projects or iititiltpilltelitti. thekinds of iletnt 111 qt support personnel do are limited only by one's imagination. ..11(.? community could hv ustil as an eXleleil011 of the school with various agencies being used as classroomlaboratories for a portion the di-V. A close coordination of the efforts would have to be maintainedbetween the school and the tAnn) any agency [Or InilNi11111111student benefit. Banks. hospitals and department stores are few of the conmwoity agencies that might be involved in this effort. Although every teacher seems to hall' a favorite person to use as a resource at aparticular time, much inure benefit can be derivedfrom a planned adult assistance program. A survey of teacher and student needs can be taken. Needs can t be grouped into categories, such as lunchroom supervision, assistance in the media center. field trip assistants. The next step is recruitment.This can be done informally by a telephone brigade to selected people or more formally by a surveyform sent to the entire community. A sho:t introductory meeting. repeated atnrions times one day: i.e.. morning. afternoon, after school and early evening, is another alternative. A sample form lollows tltissection. Once the initial recruitment is over. resultsshould he catalogued in a resource file. A brief meeting, formal or informal. often sets the stagefor prOuctivity. Recruitment should be continuous. Some evaluation might be helpful before repeating or redirecting particular services. In summary. parents and volunteers in .(air schools may very well serve as alink between the school and community. In thy classroom they become aware of the problemsthat are faced by school personnel. and then are in a position to interpret these problems in their communities.At the same time, they can improve commitnicalion between the comnmnitY and theschool. Some ideas for encouraging parental support follow. Ways to En6mrage Parental Involvement 1. Create a "How Parents Can Help", handbook which givespractical suggestions for home activities such as making out grocery lists. nature walks, etc. 2. Invite a few parents to a coffee horn' with the principal.Hold it at the home of a PTA leader. 3. Vary the times for Open Houses. Hold some in the afternoon. some atnight. 4. Invite several parents to sample fie school lunch once amonth. Seat them with the principal, a teacher. and several randomly set 'ected students. 5. Hold a "Senior Citizen Day" at thc' school. invitinggrandparents and other older friends of the school. Provide transportation. 6.invite new leachers and new parer is to a 1))r of the district. Cover points of interest, localchurches, facilities available in the area. pia( es that could be used for field trips,boundaries of attendanCe area. 7. Arrange athletic and academic contests between parents,students and teachers.

39 `1A :7- J 8. Send home Happy -Grants good news notesabout accomplishments and achievements. 9. Use parents as field trip helpers andobservers. Make progress charts-one at school for the teacherand one at home for the childand parent. 10. Set goals for each child and sendhome notes that parents must sign and return. invitation. 11. Have children prepare a luncheonfor parents, teachers, and themselves. Send hand written 12. Start "Saturday Clubs- to provide enrichment programs.film showings. family recreational activities, etc. at the school. 13. Set up projects where children bringthings from home. 14, Make it possible for teachers to wakehome visits at least occasionally. 15. Hove students interview their parentsabout how life has changed since their childhood. 16. Recruit parents to spend an hour or two eachweek helping in their children's classroom.. 17. Establish a classroom speaker's bureau with parents orrelatives of children sharing their experiences, hobbies, job information. etc. 18. [lave students conduct a survey of parents toevaluate the school and collect ideas for improvement. Distribute the survey results to all parents. 19. Use parent volunteers as tutors forstudents having difficulty. 20. Ask parents to assist in special clinics, thelibrary, or counseling area. 21. Establish a homework hotline for parents tocheck on nightly assignments. of 22. Hold high school department seminarsfor parents to help them help their children gain the most out of particular course offerings. 23. Establish regular visitation daysfor observation of classes. 24. Advise parents of the teacher'sconference periods or other` best times to reach the teacher. 25. Assign-homework that requires parentalinput and participation. 26. Advertise one evening a week when parents orstudents can telephone the principal to ask questions or discuss problems. 27. Help parents who are nonreadersto prepare their children to learn toread. 28. Encourage parents to praise theirchild's successes. . . 29. Occasionally ask the child the have parentscall the teachers, rather than have the teacher contactthe parents. later issue of 30. Set .up an idea exchange inthe school newsletter. Ask parents to send in ideas. Then, in a the paper. publish the ideas and howthey were used. fathers in all school 31. Take note of the fact that morefathers are participating in PTA. Be sure to include communications-. 32. Involve parents in discussions aboutjunior high school while their children are still inelementary school. Do the same for junior high parentsbefore their children reach senior high. schools. 33. Establish a Home-SchoolCooperation Committee. Exchange reports with other in their 34. Urge teacher training institutions toplace more importance on home-school cooperation teacher education programs. of sleep per night 35. Conduct surveys and provide parentswith research on such things as average hours by grade. average hours devoted tohomework, television viewing. etc. 36. Have parents contact colleges with suggestionsfor potential teachers. timid and 37. Seek mit' the parents who neverparticipate. Sometimes this parent feels inadequate or simply needs to be encouraged and needed.

40 38. Fluid staff workshops on communication skills with a special focus on parents. 39. Be sure that teachers are represented aml recognized at PTA or other parent group meetings. 40. Open meetings with a short activity designed to help people get to know each other. 41. Keep parents informed about what is going On at school through newsletters. personalized notes. home visits. and bulletin board displays. 42. Try workshops which teach people sometlfing they really want to know. Plan your workshops to meet their needs. Popular topics for Workshops could I. Overview of the school program. 2. Parent effectiveness training. 3. Communications between parents, teachers, and children. 4. What service are offered school children in tlw district. 5. How children learn and how parents can help. 43. Schedule activities at places that are close by. and are familiar to parents: a church, for example. 44. For parents who work, have a.student-prepared breakfast meeting where they can meet the principal and teachers. 45. No matter what you do, always remember to use the person-to-person approach: make the invitations.. as personal as pOssible and extend them by phone or in person.

Resources Bauch. Sidney J. led.)Ha,:kdbook For The Volunteer Tutor.Newark. Delaware: International Reading Association. P Becker. Harry A. led.) .3rkingWith Teacher Aide".Croft Leadership Action Folio. New London Conn: Croft Educational Services. 1968. Berclay. John G.Parent Involvement in the Schools.Washington. D.C.: National Educational Association, 1977. Brotherson and Johnson.Teacher Aide Handbook.Danville.Illinois:Interstate Printers and Publishers. Inc.. 1971. Welty. Don A.Aides to Teachers and Children.Washington. D.C.: Association for Childhood Education. 1968. Williams. Catherine.The Community At Textbook.Bloomington. Indiana: Phi Delta Kappa Educational Foundation. 1975.

A ;

41 SURVEY FORM

Name (Evening) IAddress Telephone (Day)

Please check any service you can volunteer to School. Noninstructional Tasks 1.Prepare practice activities 2. Prepare bulletin boards 3.Duplicate materials 4.Assist with record keeping 5.Assist with room arrangement 6. Chaperone students on field experiences 7. Accompany students to and from classes 8.Provide transportation on special occasions 9.Administer first aid 10. Monitor lunchroom 11. Carpentry 12. Repair school machinery 13. Other instructional- related Tasks

1.Tutor student on a specific skill asidentified by the teacher 2.Monitor study group~ 3. Read stories to studerts 4,Listen to students read orally 5. Administer informal tests 6.Administer interest inventories 7.Stimulate group discussions 8.Direct plays or dramatic activities 9.Simplify directions for student 10. Guide creative writing activities 11.Present puppet show 12. Design and Prepare games 13.Design:anci prepare book jacketsfor students' writings 14. Record activities on chalkboard asdirected by the teacher 15. Other flow often can you *provide theseservices?

daily from to to weekly on from to monthly on from

once, as needed.

other, please specify

Please return to

Thank you. 48 42 Evaluation: Teachers/Students/Program

,cg

Language Arts Success Reteach

Assess student skills

Keep clear records

Provide instruction

Schedule activities and students

Group and regroup students . Develop positive attitudes

Plan instruction

Integrate the parts of the curriculum

Know the curriculum

Know yourself, the teacher

The Teacher is the Key to Success! The successful teacher evaluatesbefore and aher each step toward success in education.

43 49 EVALUATION Evaluation of the educational program is a seriousresponsibility and must include direct, thorough and regular assessment. Evaluation hasoften been considered by many a culminating experience, a test.This certainly is true and tnw:t be done,but itis only a small part of a total evaluation process. The previous diagram indicates theteacher pounding away toward language arts successthrough three three steps overlap considerably although there is alogica' steps.Itis important to note that these sequence from bottom to top. aswell. Each of the three areas teacher, student and program = will Le described. The Teacher- begin with teacher self-evaluation. The initial question is:"Do I The total evaluation process must done?" This know my feelings toward teachingand ant I willing to do what it takes to get the job involves a',sessnient of the teacher'sattitude toward the teaching responsibility andwillingness to see criticism as personal deficiencies and correctthem. It involves having others evaluate you and accepting well as handling praise. The second question is: "Do I knowthe curriculum?" Teachers must be knowledgeableabout resources for information in regard to all facets ofthe assigned teaching area. They must know materialsrelated to the teacher of subject. They must have a workingknowledge of diagnostic instruments and techniques. For the low achieving students, a thoroughcommand of alternative teaching strategieS iscrucial. Teachers must be .aware of-the effectof their attitude and expectations on the students,Teachers must manage, schedule and report.They must know how to question and leadstudents into discovering answers. Teachers have to be aware of interaction processes to usein thk, classroom settings and the advantagesof each. A study of time usage in the classroomshould be conducted regularly by teachers todetermine cost teachers: the effectiveness of each precious minute,period, or day. A sample instrument for use by reading Time Schedule, appears at theend of this section. Using this instrument willprovide a global view of is encouraged to investigate the quality of anybehavior which is frequency of classroom behavior. The user the verbal observed in a measurable degree. Thissecond investigation should be geared to such items as techniques used (such as praise). and the kindsof questions asked and interaction under way. motivational leave the answered (such as literal or interpretive).Teachers must also be wise enough to know when to student alone to think, to answer orjust to read. The teacher's attitude plays a majorrole in successful growth. The teacher "who is tooold to learn is too old to teach," old in attitude, notage. For some teachers, "the cloak ofcomplacency prevents them from taking time to read, the fireof learning has died within. the acceptance of new ideasand challenges is than refused and passive thoughts takeover" (Nemeth, 1975, p.v.). Low achieving students require more than one set these teachers choose to give. Theteacher who has taught for 10 years should have had more of experiences 10 times. An evaluative instrument for teachers to usein evaluating t hemselves_ in.generaterms,might be comprised of these? Some .:of questions derived from the abovediscussion. Can I do, do I do, or am I willing to do each :smnple-instruments are included atthe end of this section. These scales can beadapted to all areas of language arts. The teacher does not have the totalresponsibility for evaluation of self even though it is mostimportant that evaluation begin and endwith_ the teacher. Others can and should beinvolved in evaluation. New teachers in Georgia must pass written testsand classroom observation measures before becomingcertified. knOwledge of the Such measures can be both evaluativeand diagnostic. They will help to ensure teachers' examined by new curriculum and classroom. techniques.The areas included in this assessment should be and veteran teachers alike. Otherforms are included at the end of this section.

5o 44 Teachers must be sure of themselves and secure enough to lookclosely and not be intimidated by any deficiencies they. or others, find. An encouracing point is that theteacher who t akes time to look inward is a step ahead of those whoknow so little or care so little that they neverlook closely at themselves. Evaluation must become a growth experience. The Student Student evaluation is an integral part of the total evaluation process.Evaluation of studenu begins with the very general informationrequired for broad group pla,cetnent aocl instruction. Thisinformation varies from grade to grade and school to school. Pre-schoolers and first graders areassessed measure of readiness or teacher observation. As students attain, ability in reading. and language standardized tests are administered. The 'Georgia CriterionReferenced Test and informal language inventories are useful in aiding the teacher in placement of studentsuntil further diagnosis can be made. As the teaching process develops, furtherneed for diagnosis of individual students develops.1: e a che s expertise in the area of diagnosis is anotherarea in whiCh the teacher must evaluate constantly. Teachers should all become familiar with various testsand their sources. The Reading Miscue Inventory (Goodman and Burke, 1972) and articlesrelating tolniscue analysis suggest methods of "kid watching" as an alternative to testing. 'Green and Petty (1971: p. 44-45) suggest the followinginformal means fordetermining specific needs of students. / 1) Observing and recording speech Performance.individualand audience reactions, and specific behavioral elements in selected situations a::activities. 2) Making observational motes on individual pulIs ,4 regular intervals with respect to non-standard usage, problems in organizingexplression effee of ease in speaking. 3) Using a checklist or inventory form for recording 01 Ick of skillin particular reading, listening, writing, or speacking situations./ 4) Tabulating writing errors made individual pupils. 5) Using teacher-made standardized tests in aplanned program for measuring growth and achievement in total and specific aspects oflanguag0 performance. 6) Tabulating departures fromstandard speech which occur in the children's formal and informal conversation and otherlanguage activities in the classroom and on the playground. 7) Making recordings of speechancloral reading and analyzing them forparticular problems. 8) Keeping samples of children's writtenexPression for comparison at intervals throughout the school year. As with all diagnosis, none is completeWithout the involvement of the individual being assessed. Green and Petty (1971, p. 45) suggest strategies inwhich students can identify their own needs. 1) Using a checklist, perferably onethat the student has helped todevise. 2) Working as one of a pair or as a memberof a smallgroupinidentifying areas which nef.'d improvement by the student, the student's partner or others inthe group. 3) Looking at the material in a folder which contains samplesof the student 's work and recordings the student achievement. 4) Participating in class discussionof2dds,or efforts to meet classestablished standards and of plans for learning activities. 5) Meeting with the teacher to diseuss needs. 6) Correcting the student's-own paper, proofreadingand editing student's own work. 7) Plotting or recording student's own test scoresand comparingthem with the results of previous testing.

45 8) Keeping charts of errors made, such as ones madein handwriting. 9) Writing in a notebook things on which thestudent needs to work. Many resources relating to evaluation are listed at the endof this section. 'Flw student's attitude is vitally important in thelearning process. lw teachers must discern attitude problems by some means and take steps to improveattitude when the need exists. Attitude and interest surveys, sentence completion tests and sociograms,all lend useful information to teachers. An important caution to teachers was offered in a poemby one "diagnosed student."' "I can't read the books we use My brain goes blank My eyes won't fuse The teacher gives me every test Ah. go away and let me rest. For what does she do When she gets the score She puts me out and shuts the door I never hear of it again Until it comes next grade and then The teacher finds that I can't read And so she priweeds with haste and speed To find another test forme Ah. go away and let me be." (Schulwitz.1975. p. 91) The teacher is also a record keeper. As was previouslysuggested. notes taken during informal sessions with students and transferred to some organized formatfor determining future instruction can be invaluable. A sample class record-keeping instrument follows. Itallows the teacher a simple means of monitoring student proficiency and is helpful in establishing instructional groups.

a) e ... "ii -4 e 7i o c e 2 o c -al tn..... al al ..... c c e c to o e s to o U....' H .- o 5 a, IL r, eac . .1.1 DI .4" an aZI .4 01 IP c U o' on ...I a, 6' 2 ea 'S e e e c in ...... wEb.' toe a) .. 2 = e .. o,' c .. e n - a o . . , 6 . ' e o F . , 3 = . ...- 3 t . L. 2" e 'I.' g 5 a) ea ieieaea a) 'En' ; c cz7 8 3 2 E c" t0 ....I ;EiVSEFie.w2° ,-, a, ... a) I. a) 11 `4 a) o '4).,:m .4 o 3, ATM 2 %. : . : ,..--, : ci) ,.. ea "O 1C .2. ci) W W ci) ra. C) a (/) cA 1:40 Ca Student ''-1tC X' '"1"' 6' .-11:4 U CO CO ci) >

X Indicates%MIR-nit! progress t t thistvl - Indicates need oradditional tvoylcit this level can use t same concept an I insert any categories they feelnecessary: this sample ..could be useful in grades f<-4.)

46 52 The information needed to use this checklist should lw compiled from combined diagnostic efforts. Students who have not mastered a specific skill can form a skill-group for instruction. This information and knowledge of students' interests give the teacher guidance in aquiring reading materials and or developing units of instruction. The number of skill groups will determine scheduling. The teacher should he cautioned to make schedules as close to individual need as possible, but not withoutregard to efficiency. Too many groups can be as ineffectual as too few. Again, evaluate teacher time task effectiveness: Instruction of groups provision for skill centers and skill groups must be well organized. The teacher can only work with one group at a time; therefore, some materials purchased or teacher-made must be self directive and if Possible, self correcting for some students. The teacher must perform as both an instructor Mid facilitator of learning. For teachers who feel this "double-duty" is an impossible task, there are consultants and professional materials available to assist in the effort. Good teachers both instruct and evaluate. All teachers evaluate in testing situations. Records must be kept of both teaching and testing so that information is available for reteaching. The process should and must reheat itself until students exhibit proficiency at each level. Thte Program The\ finalstage of evaluation is program evaluation. Within a school program evaluation may rangefrom a surkiey of teachers' feelings t.' highly sophisticated standardized measures of student achievement.Total relic nce on student test scores for evaluation is not only inappropriate but quite damaging at times.Library circulation data can be used to determine whether students are indeed reading, certainly a valuable addition to evaluation. Students' attitudes ci.n be determined by the condition of materials, the care of the facility. the lack of discipline problems as well as by the results of a survey. Community and parental involvement can register support 'of the program. A "self-fulfilling prophecy" approach may also be used; often it is encouraging to teachers and students when they begin-to expect success because it is expected of them. Informal checklists can be used to evaluate [inims of a language arts program some sources are included at the end of this section. Standards on writing, speaking andlistening are included in the appendix. References Courtney,Leonard.ReadingInteraction, The Teacher, ThePupil, TheMaterials. Newark: International Reading Association, 1976. p.v. Nemeth. Joseph S.Reading Rx: Better Teachers, Better Supervisors, Better Programs, Newark: International Reading Association, 1975, p.v. Greene, Harry A. and Walter T. Petty.Developing Language Skills in the Elementary-Schools,

4th Edition.Boston: Allyn and Bacon, 1971. pp. 44-45. . Schulwitz, Bonnie Smith.Teachers, Tangibles, Techniques: Comprehension of Content in Reading.Newark. International Reading Association. 1975. p. 91. Resources Goodman. Yetta (Chairperson). "Forum: Guidelines to Evaluate the English Component in theElemen- tary School Program."Language Arts,October 1976, pp. 828-838. Neagley. Roso L. and N. Dean EvansHandbook for Effective Supervision of Instruction. Englewood Cliffs Prentice-Hall. 1980. Okey. J., J. Long and C. JohnsonTeacher Performance Assessment Instruments. Athens:Univer- sity of Georgia. 1977.

/()per, Fagan, William. Charles Co and Julie Jensen.Measures for Research and Evaluation in the English Language Arts.Urbana: ERIC NCTE, 1975.

47 J3 3 Time Schedule Every 10 seconds, mark the behaviorbeing demoitrated at that time. Focus on the teacher Directions: of behavior and what he she is doing. Subsequentinvestigations should focus on the specific quality observed for the major portions noted onthis initial view of time use.

Teacher Group Description Sin' Observer Time Start Date Time Stop

I. COMPREMINSION Teacher Supervised Pupil Behaviors i P. Talks Peer I'. Uses P. Reads T. Talks .F. Questions T. Corrects P. Answers or Questions Corrects Machines Silently

2. SIGI IT VOCABULARY P. Talks or Peer P. Uses P. Reads T.. Talks T. Questions T. Corrects P. Answers Questions Corrects Machines Silently

3. ORAL. READING P. Talks I'. Analyzes P. Uses Word or T. Talks T. Questions T. Corrects P. Reads or Peer Orally Questions Corrects Machines Phrase

4. WORD ANALYSIS P. Talks Peer P. Uses, P. Heads T. Talks T. Questions T. Corrects I'. Answers or Questions Corrects Machines Silently

..._ 5. WORK STUDY P T',Iks Peer P. Uses P. Reads T. Talks T. Qmistions T. Corrects P. Answers (1 Ql..,. mis Corrects Machines Silently

6. "TIME OUT T. Awaits No Arranging T. Silent- T. Finding P. Finding Attention Attention Room groups Waits Place or Place or Answer__ to Subject Changing Quiet Material Material to Pupils by Teacher by "reacher

7. TIME OUT Work Outside T. Moving Rules T. Severely T. Gives P. Not Inter- No Contact broken-T. Corrects Directions Working Not Relative rutition Corrects Pupil 2.3 times Correctly Behavior

1 ==10 Seconds 1980 reprinted by permission Corda. Elaine P. A study of theRelationship between Time Utilization During Supplementary Reading Instruction of EducationallyDisadvantaged Students and the Subsequent Reading Achievement of the Students.Georgia State University, unpublished doctoral dissertation, 1980.

48 Time Schedule: Definitions of Categories Teacher Talks:teacher talks about or explains content to pupi1(s). Teacher Questions:teacher asks a question about content with the intent that a pupil answers. Pupil Answers:pupil responds to a question about content. Teacher Corrects:teacher corrects a wrong assumption made about content by the pupil(s). Pupil Talks or Questions:pupil asks question or requests information about content or pr icedure being considered. Pupil Reads Orally:pupil reads orally for teacher. Peer Corrects:classmate corrects a mistake made by pupil. Pupil Analyzes Word or Phrase:pupil silently or orally tries to analyze a word while cead,ng to the teacher. ) Pupil Reads or Answers Questions Silently:pupil reads or answers questions silently from a workbook, worksheet, kit. etc.. as a direct response to directions by theteacher. Pupil Uses Supplementary Machinery:pupil working with machinery, game, or other related material with teacher supervision. Teacher Silent/Awaits Quiet:teacher attempts to (re) gain attention of pupils by remaining silent for at least 10 seconds. Teacher Awaits Answer:teacher awaits an answer to a direct question for 10 seconds. Teacher Finding Place or Material:tec/cherattention is diverted by initial finding or loss of place or needed materials. Pupil Finding Place or Materia':pupil! attention diverted by initial finding or loss of place or needed materials. No Attention to Pupils by Teacher:t acher engaged in activities unrelated to lesson (reading paper, visiting with other teachers etc.). No Attention to Subject by Teacher:teacher talks to rupil, about unrelated subjects. Work Not Relative:pupils engaged in activities not to lesson, such as doodling, drawing. Teacher Gives Directions Two or Threc Times:teacher repeats directions more than one time. Teacher Corrects Behavior:teacher tells pupil that behavior is inappropriate or incorrect. Teacher Severely Corrects Pupil:t?acher ridiculesor degrades pupil for inappropriate or incorrect behavior. Pupils Not Working Correctly:pupils continue to do task in a manner that is different from the way the teacher explained the task. Outside Interruption:an interruption from outside theclassroom causes a loss of reading time. Arranging Room/Groups Changing:class is engaged in moving from one activity to another or from one place in the room toanother. Teacher Moving About Room/No Pupil Contact:teacher moves around the room and watches the students but does not interact with them..

49 SELF-RATING SCALE ON INSTRUCTIONALAND CLASSROOM MANAGEMENT

Directions: The practices listed below arefrequently recommended for effective classroom management and instruction. Indicate bydrawing a line arodnd the appropriate number the extent to which your program shows each characteristic.Use !he following ratings:

1 Almost always 4 Seldom or never 2 Most of the time Undecided 3 Sometimes Not applicable in my program Instructional Materials and Methods them effectively, and my 1..1know the skills of reading and how to teach 6 instruction reflects this knowledge. 1 2 34 5

Itransmit this 2. I know clearly what1 am trying to accomplish, and knowledge to my pupils. 1 2 34 5 6

1 23 4 5 6 3. I teach children in materials thatwill assure their success.

4. I keep in the classroom a varietyof reading materials on levels appropriate for my pupils, and I encouragethem to use them. 1 23 4 5 6

1 2 3 4 5 6 5. I use reading instructional materialsthat are interesting to children. interesting to them. 1'2 34 5 6 6. 1 praise pupils for reading materials that are 1 2 34 5 6 7. I diagnose constantly and teach LI termsof niy findings. ndi vidu a Istrengths and weak- 8. I help children to recognize their Q W11 1 2 3 4 5 6 nesses in reading.

1 2 34 5 6 9. I individualize reading instructionwhenever possible. Pupil Attention to the LearningTasks

10. I get and maintain pupil attentionthrough use of a variety of acceptable 1 2 3 5 6 techniques. 4 activities as they come into the 11. I involve children immediately in routine 1 4 5 6 classroom each morning. 2 3 activity before that activity is to take 12. I gather materials for each planned 6 place, and I have them ready forimmediate use. 1 2 34 5

1 2 3 45 6 13. 1 get children's attention beforebeginning reading instructional activities. teachingwith as little lost motion as possible. 1 2 34 5 6 14. I get down to the business of 1 2 34 56 15. i am alert to disinterest and boredom,and I change activities when needed. when they return from recess or lunch 16. 1 help children to get back to work 1 2 34 5 6 periods. tasks related to instructional goals. 1 23 45 6 17. 1 keep children constructively busy on Classroom Behavior I 2 34 5 6 18. I involve children in establishingrules for classroom behavior. of behavioral expectancy for chil- 19 I interpret a child's behavior both in terms dren of his age and status and in termsof what I know about him as an indi- 1 2 345 6 vidual.

50 f3 20. I help children to know what they can do on their own when they finish assigned tasks. 1 234 5 6'

21.1 expect children to have positive attitudes toward learning to read. and I expect them to learn to read in keeping with their capabilities. 1 234 5 6

22. I show the children that I care about themand I show it in ways that are acceptable to them. 1 2 34 5 6

23.Knowing that childrenlike teacherssometimes have "bi,d" days,I am more tolerant of a child's deviant behavior on "bad" days. 1 234 5 6

24. I avoid letting my own insecurity cause me to become angry with children. 1 2345 6

25. I encourage children to nmve about quietly and orderly in the room when they need to do so. 1 234 5 6

26. I manage effectively the movement of children into and out of the classroom. 1 234 5 6

27. I work toward preventing deviant behavior by anticipating behavior problems before they arise. 1 234 5 6

28. I use humor to alleviate tensionbut not at a child's expense. 1 234 5 6

29. I "look the other way" when it is best to ignore pupil behavior. 1 234 5 6

30.When a child's behavior must be constrained, I do it as unemotionally as possible. 1 234 5 6 Physical Arrangements

31. I arrange the classroom seating to fit the learning task at hand. 1 2 34 5 6

32. I adjust the classroom lighting to suit the comfort and needs of the children. 1 2 34 5 6

33.I adjust the classroom temperature and ventilation to suit the comfort and needs of the children. 1 2 345 6

Reprinted by perm ion Ira I. Aaron. University of Georgia. Athens. Georgia.

51 ACCOUNTABILITY IN READINGINSTRUCTION: RATING SCALE Indicate by circling the appropriate numberafter each item the extent to which practices in Directions: accountability in the your school and or systemshow agreement with the following statements about reading program. Use this scale:

1 Strongly agree 3 Disagree 2 Agree 4 Strongly disagree General accountable have had input into the plan for 1 234 1. Teachers and all cfbers being held establishing the system of accountability.

understood by all persons involved in it. 1 2 34 2. The accountability system is clearly

follow-up staff development for those teachers who 1 2 34 3. The accountability system includes appear to need improvement.

Objectives 1 2 34 4. The reading program has clearlystated goals and objectives.

1 2 34 5. Objectives in the affective area areincluded. objectives (behavioral or otherwise) though 1 2 34 6.Teachers have experience in generatino they are not expected to gent.i.fite t r o:tch- all of their own reading objectives. ible 'nough to permit teachers to adapt 1 234 7. Objectives and supporting bens.. them to the children being taught.

1 234 8.Teachers understand the goals andobjectives of their reading programs and know some ways of reachingthem. Evaluation

involved in an accountability system are aware 1 2 3 4 9.Teachers. administrators. and ot hers that many factors influence pupil growthin a reading program and that teacher effectiveness (though highly important) isonly one of them.

1 2 3 4 10. Eialuation is accomplished in termsof program objectives. from a variety of sources and by means of a 1 2 3 4 11. Evaluation utilizes information gathered variety of techniques. standardized reading test, (,hough useful in 1 2 34 12.Teachers recognize that the typical assessing progress, is inappropriate as asingle instrument for assessing gains. doanddo not 1 234 13.Teachers know what their tests andother evaluation instruments measure. (such as regression toward the mean. low 1 2 34 '4. Teachers are aware of the potential hazards reliability and or validity) in assessingchange by means of standardized reading tests.

of the extent to which pupils isle the skills 1 2 34 15. Reading evaluation includes an assessment they possess. of teacher knowledge about and perfor- 1 2 34 16. Reading evaluation also includes assessment stance in reading instruction.

Reprintv(1 by permission Ira F.. Aaron. University of Georgia.Athens. Georgia. RATING SCALE FOR EVALUATING RESPONSIBILITIES IN READING INSTRUCTION Directions:Many persons are involved in and have responsibilities relateo to the reaching of reading in elementary and secondary schools. [Selected responsibilities of the teacher. rhe prkcipal, the,superintendent. the parents. and the currictiklun director are listed below. Indicate by Jawing, a line around the appropriate number the extent to which a given teacher. prhiripal, superintendent. parent, or curriculum directorreflects each characteristic or meets each responsibil,ty, instead of rating an individual, you may consider all persons in a given school or school system. Use the following .."ings. I Almost always 4 Seldom or never 2 Most of the time Undecided 3 Sometimes f Not applicable in program Teacher's responsibilities: Th ,teacher-

1. Teaches each student on his own level and at his own rate. 1 2 34 5 6

2. Gives adequate attentiontofthe decoding and comprehension strategies. 1 2 3 4 5 6

3. Uses a diagnostic prescript(Iv(' approachin teaching reading. 1 234 5 6

4. Constantly evaluates the progress children are making in reading. 1 2 3 4 5 6

5. Guides children and adoletiscents toward the enjoyment of reading. 1 2 3 4 5 6 Principal'sresponsibilities/Theprincipal / 6. Converses knowledgeably with teachers and parents about the school's 1 23 4 5 6 reading program and practices.

7. Assists teachers inobtaining needed teaching materials. 1 2 34 5 6

8. Takes the lead in planning necessary staff development for teachers. 1 2 34 5 6

9. Taps all available res9 (trues for assistance for teachers. 1 2 34 5 6

10. Encourages teachersiomove t:.ward excellence in reading instruction. 1 2 34 5 6 i 11. Observes classroom eaching for instructional effectiveness. 1 234 5 6

12. Creates an atmosphere that encourages (cachets to seek help. 1 2 34 5 6

13. Identifies leaders among the teachers who ..dl" -Assist in coordinating efforts 1 2 34 5 6 in reading.

14. Recognizes the refationship of reading to the total curriculum and empha- 1 2 3 4 5 6 sizes reading in title school program. .Content-area teacher's/ responsibilities:The content-area-teacher

/ 15. Teaches studentS to.usc developmental skills in that content area. 1 2 3 4 5 6

16. Teaches the spcicial reading skills of that content area. I-23 4 5 6 I 17, Continws to wink toward the development of each student's reading-study. 1 2 3 4 5 6 i skills. ,

ot- 53 Curriculum Director's responsibilitiesThe Curriculum Director-

1 23456 18.Assists in keeping teachers and principalsabreast of new materials and new developments in the area of reading.

conducting staff development in the area 1 2 3 4 56 19. Assists principals in planning and of reading for teachers and aides.

1 2 34 5 6 20.Prepares and works with leaders in eachschool who will in turn work with teachers.

1 2 3'4 5 6 21.Assists the superintendent- in motivatingprincipals and teachers to move toward excellence in reading instruction.

1 234 5 6 22.Assists the superintendent in motivatingprincipals and teachers to try out new or different practicesif they offer promise for improvement.

1 234 56 23.Creates an atmosphere that encouragesteachers and principals to seek help when needed. practices" and to assist in im- 1 2 345 6 24.Observes instruction to locate "promising proving reading instruction.

1 2 34 56 25.Provides leadership in evaluating thetotal reading program of the system. Superintendent's responsibilities: Thesuperintendent,.._

1 2 34 5 6 26.Sees that adequate staff developmentfor reading instruction is planned for system schools. motivated to move toward excellence in 1 2 345 6 27.Sees that all school personnel are teaching reading.

1 234 5 6 28.Sees that adequate personnel andmaterials for teaching reading effectively are available. systemwide decisions about reading 1 2 345 6 29. Sees that persons involved in making are representativeof the gruups to be affected and arewell qualified, Parent's responsibilities: The.parents-- 1 2 3456 30.Work toward building conceptbackgrounds and meaning vocabularies in their children. 1 234 56 31.Encourage children to read.

1 2 3 4 5 6 32.Read to children and let them see parentsreading. 1 2 345 6 33.Learn about the reading programsof their children.

lipprintecl by permission Ira E. Amon, I Iniversin: of Geor

54 STRATEGIES I he following; str s are presented as alternative ways to teachlanguage arts skills to unmotivated low-achiever , had previous difficulty in language learning. The strategies are listed alphabetically for The nature of SOW/CSIS that thili he used to integrate various aspects of language arts instruction. A focal point is critical. however. A step by step process formatching each strategy to specific skills is included in the section 1-lour 70 (1se This Almeriul. This process should he used inchoosing specific strategies to use with your students. The individual strategies are preceded by someno-fail id('as. "TWELVE EASY WAYS TO MAKE READERS HATE READING (and One Difficult Way to Make Them Love It)"

Taken Iron) Thomas I I. Estes and Julie JohnstoneLanguage Arts.Not'. Dec. 1977, pp. 89 1-899. I.Fail children who do not read up to grade level. 2. Define reading ability as scores on a standardized test. 3. Drill skills. 1. Separate learning to read from reading to learn. 5. Read aloud in groups. round robin. 6. Insist on careful reading for detail. 7. Follow the lesson plan in the manual to the letter. 8. Don't skip stories in the basal, and do not switch childrenfront one basal series to another: 9. For l'in;luiliii-t) (Ievelopillent. have children copydefinitions from the dictionary. 10. 1)o not let children read ahead in the story to find out how itis organized or told.

II. Do not have ungraded makicials around. like paperbackhooks. magazines or newspapers.

12.Always setchildren's purposes for 'hens. And. finally, here is one difficult way to make children love reading -13t, as certain as youpossibly can be that am:thing you ask any student to read is :,otnething he (Jr she red(' iiiid Want to read." SOME NO-FAIL IDEAS Takenfrom Pike Conoty Language Arts (_)inictiltini Supplement, Tripe County Board ofFa/tation, 1978, reprinted by permission. Directions: Ask the sttw!ents to I. Complete :heatennint. either orally or in writing, by adding a consequence or aresult to the "if phrase.- If hands, grew roots .II camels had no bodies .... .If peopli. I. id half a face ... .If weathered boards were harl. .If people lived in ;ewer pipes 2. Find pictures of c.atoons lor them that reveals something about the the situation. 3. Write or tell a story about a small boat in a big storm.The wind is wild and the waves batter the small boat. Imagine that you are the small boat: explain how youand your body feel. feel? What would happen to you if the bowl 4.Pretend that you are a fish in a fish bowl. Flow would you was over turned? 5. Write or tell a story about life of a young deer in ajungle from the deer's point of view. 6. Bring their baby pictures to school. Have a bulletinboard of baby pictures with numbers under each and encourage students to guess whose pictures they are.Students can write a story about themselves as they were in the picturewho weretheir friends, what were their joys, their needs, likes and dislikes? 7. Choose a picture of a window or a door. Write or tellAbout the life of someone you imagine lives, or' once lived, behind it. 8. Imagine that you are a person in the room on the second storyand you hear a car going by at 3 a.m. Write either a poem or a paragraph or tell a storyabout the driver out alone at 3 a.m. 9. Imagine that you had the power to control time:what would you make it do for you? Why? 10. Imagine that someone has been standing on a cornerobserving you. What kinds of things would the person notice about you? Write aparagraph or describe yourself verbally as you think the person

11. Choose an object, such as a telephone orerasable pen. and examine it from the perspective of an interplanatory visitor in the year 2500. What does theobject tell you about the inhabitants and the earth in the year ? Write a paragraph about it. 12. Play some unfamiliar music for the class.Listen, and try to feel the music. Ask the following questions. What ideas or mental pictures do you get? How does the musicmake you feel? If this were background music for a motion picture, what would you expect to see onthe screen? Students can write an appropriate response (anecdote, poem, paragraph) ordraw what the music makes them feel. 13. On a filefolder panel. paste a display .4 magazine andcatalogue pictures reflecting one's own personality and interests. On another part of the folder,the student Attaches a brief writing sample which explains the creation. When all havecompleted their "personality" folders, display them (names hidden) on thy bulletin board under the bannerGUESS WHO? 14. Think about a place to live. If you had a choiceof where you could live, where would you select? Why? Write a paragraph or explain your reasons verbally. 15. Time Capsules - select a half-hour fromthe day before and everyone writes about everything he or she remembers about that half hour...What you did, what youfelt, what you said, what you saw, and what you thought! 16. Defend or attack this assertion. It has said that people Who have a strong desire to travel are trying to run away from something. 17. Write or tell about a scene such as womanchecking out at the grocery store with apples, tomatoes, and a bottle of coke. Why hasshe bought these? 18. Take some small object out of yourpocket or purse. Describe it without saying:what itis. 19. Describe life as viewed by a(n):razorblade, skillet, telephone, alarm clock, pair of shoes, pencil, mirror, ashtray, fork, paintbrush. 20. Pick a strange or unusual namefrom the phone book. Characterize the person, using the name alone as your basis.. 21. Write a creative thank-you note. Your aunt sent yousomething unidentifiable as agift:

56. 62 22. Write or tell what itis like to a.go crabbing? travel through swamps? b.live in high humidity? play-fiRif ball in mud? c. go on strike? take a canoe trip? d.live in a refinery town? ride a school bus? e. see snow only evey ten years? take care of someone who is ill?

1. live in.a seaport town? stand in the rain? g.operate a tug oat? p be nearsighted? h.go surfing? q.be an only child? i. walk on a sea wall? r. be a member of a large family? 23. Complete sentence beginnings. a. Happiness is .... b. Maybe someday .... 24. Create the story that precedes these ending sentences. a.It was a relief to find it was all a dream. b. You can bet I never did that again! 25. Respond to a story.' The teacher clips from a newspaper "or Magazine an article whichinvolves many people. eg. 900 people on strike at Xfactory: 100 families homeless following a tornado. The article is read to the class. Each student imagines what happens to a person involved in the accident. They jot down the important ideas. Rearrange them and write a paper on this broad news event. narrowing it to its effect on zi singleindividual. 26. Divide into teams (2 or 4). Each team meMber gets an "assignment" card to write directions for locating something. an object which is in the room. a hidden item, a person. book, magazine. etc. When a team is up. the members get a copypf someone else's directions. Sccires'are awarded by the length of time it takes the member to locate the item: the fewer the minutes. the !lighter the score.

57 6° Anticipation Guide Definition The anticipation guide (Bean and Peterson.1980) combines prereadig and postrea(ling activities to enhance students' comprehension of contentmaterial. It can mobilize students' thoughts and opinions about a topic prior to reading a selection aboutthe topic. or act as a focal point for review of important concepts- learned during tlte leSson. Rationale The anticipation guide can act as a means tobring student misconceptions about a topic to thesurface without fear of failure. Guk Iv statements operate atthe experientially -based level of comprehension and, as such. stimulate curiosity and motivation tolearn. As the learning sequence progresses, a discrepancy between the students' preconceptions about a topicand the information being introduced should result in a subsequent modification of their knowledge 'base. Anticipation guides may be used with students atall grade levels and may be used with a variety of materials such as tapes, filmstrips ortextbooks. . Sample(K-12) Objectives The learner will 1. make judgments. 2. predict outcomes. 3. distinguish between fact and opinion. 4. distinguish between reality andfantasy. Materials/Personnel Three to five guide statements based Uponthe topic to be learned, chalk chalkboard or anoverhead projector, or a set of handouts.textbooks. Procedure lecture, or a film. 1. Teachers should identify the majorconcepts to be learned in a text selection, a that will be challenged, Or supported by the materialunder 2.Identify students' beliefs or experiences study. topic 3. Create three to five statements (notquestions) that will reflect your students'. beliefs concerning a (1) Nutrition: and those that will challenge andmodify those beliefs, i.e. "loaded" statements such as: "All breakfast cereals are kid stuff." (2)Career education: "A woman's place is in the home."(3) History: "Peace-loving people avoid war at allcosts." their thinking on 4. Present the statements to the studentsand have them react individually by defending each statement. 5. Students in small groups come to a concensuson each statement. 6. Teachers may tally the positive versusthe negative responses of individuals-or of the groups. exposed to a variety of 7. Students should then express theiropinions so the total group may become thinking concerning each statement. 8. Direct students to read the contentselection or Qiew the film about the topic, keeping inmind their reaction to the statements and whatthe author will say about the topic. each statement from not only what they believedbut also 9.After reading. have the students react again to from what they learned about the topic.Teachers should be careful not to belittle any clearly erroneous response of students'thinking-regarding the topic.

58 Evaluation The anticipation guide can serve as an informal diagnostictool with teachers appraising students' prior knowledge in prereading and evaluating the acquisitionof content based on students' post-activity .responses to the guide statements. Anticipation guides serve as an approach to involvestudents actively in the learning process. They are ideal spring boards for large and small group discussionfor all students. For those students at the K-4 level, guide statements may be used at the listening level to preventpossible difficulties with reading. Teachers may also choose to read textselections to students at this level or to utilize the guide With films. In other words, the reading of the statements or the textshould not prohibit the use of the anticipation guide. For 5-8 and 9-12 students, the useof the guide as described earlier should be appropriate.In all students' curiosity. cases, teachers need tomake sure that the statements they create will promote Getting students to think about a topic isessential to the success of this strategy. Resources Beim., T. W. and J. Peterson "Reasoning Guides: FosteringReadiness in the Content Areas"Read- ing Horizons,Vol. 21, Spring 1981. Englewood Clifts: Prentice-Hall, 1978. Ilerber., H. L. TeachingReading in Content Areas, Readence, J. E.. T. W. Bean. and H. Baldwin.Content Area Reading: An Integrated Approach. Dubuque: Kendall Hunt. 1981.

59 C 5 Bibliotherapy Definition with problems through the use of . Bibliotherapy is a method of helping students understand and cope stories. Rationale When a student has -a problem it has a direct impact onthe education. social maturation, ,ind sense of well-being of that student. Pinpointing a problem, matching this problem with anappropriate hook, pacing the student so that the essence of the material is grasped, and guiding the student toapply the solution to the problem personally are the keys to a successfulbililiotherapy program. Bibliotherapy may help foster self-recognition. personal value. empathy. understandingof different life experiences. and acceptance of others' values. attitudes, andbeliefs. Sample (K-12) Objectives Thelearner will 1. recognize and demonstrate an understandingthat literature has a variety of purposes. .

2r.,:cogii.ize and demonstrate an understanding thatindividual reactions to and perceptions of literature are affected by many factors,such as attitudes, experiences maturity. and knowledge. 61' 3. recognize that literary representations ofindividuals. events, and society are influenced by,the perceptions of the writer and the perceptionsof the reader. 4. recognize the complexity of the individuals andsituations as depicted in literature. 5. 1Tc-or- ,he importance of making inferences and drawing conclusionsin reading literature. desirability. and acceptability of various pieces of b. n Ica dual. personal determination of wort

7. demonstio!e an understanding that speech and Writing aretools of communication. 8. use oral language for a variety of purposes. 9. Demonstrate an acceptance andunderstanding of other dialects. Materials Appropriate stories (For particular suggestions,check the sources listed at the end of this section.) Bibliotherapy involves four main steps forthe student: 1. Becoming familiar with a story and itscharacter. either by reading it or hearing it. 2. Sharing or empathizing with thecharacter. 3. Comparing behavior with that of the character. oral or 4. Sharing one's feelings about the subjecteither Personally with the teacher or through group written presentation. It is essential that the teacher be wellacquainted with Available books and be able to give short summaries -if the books to be matched to a particularstudent or offered as'a resource if older students are researching annotated suggestions by a general modern dayproblem as a subject. Several resources, many containing grade and reading interest levels are included at theend c,f this section. The school media specialistisalso valuable resource.

60 - 1 A sample list of subjects could intlude marriage acceptance disabilities divorce nonconformity adjusting to school pregnancy alcoholism drugs fears running away appearance stealing death foster homes loneliness shyness decisions sibling rivalry depression lying

Evaluation Studentreaction, bothverbal and non-verbal, can be observed. Educators should refrainfrom imposing their own feelings and views of the world Cm the students.There is no guarantee that bibliotherapy will influence a student or that. if there is an influence. it will produce thedesired change. If the problem persists or/is viewed as serious, the student should bereferred to a trained professional for indepth, monitored assistance.

Resources Cornett. Gauche E. and Charles F. Cornett.Bibliotherapy: The Right Book at the Right Time. Bloomington: Phi Delta Kappa Educational Foundation.1980. Morris. Claire E. Selecting Children's Reading.Bloomington: Phi Delta Kappa Educational Foundation. 1973. Russell, David and Caroline. Shrodes. "Contributionsof Research in Bibliotherapy to the Language Arts Program."School Review, 58 (September (1950). 335-42. Russell, David and Caroline Shrodes. "Contributionsof Research in Bibliotherapy to thekanguage Arts Program. 11," The School Review. 58 (October1950). 411-420. Dane, Chase. "The Role of Reading Guidance in theTotal Guidance Program of the Elementary School." The Reading Teacher. 15 (November, 1961).102-109. Edwards, B. S. "Therapeutic Value of Reading."Elementary English, 49 (February 1972), 213-18. Hoaglund, J.."Aiding Children in PersonalityDevelopment."Elementary English, 49 (March 1972), 390-94. `. Olsen, Henry D. "Bibliotherapy to Help ChildrenSolve Problems." Elementary School Journal, 79 (April, 1975), 422-429.

Note: Many items listed. in the strategy sectionHigh Interest Topics are also appropriate for use with bibliotherapy.

67 61 Creative Thinking Definition Creative thinking uses the students' critics \I thinking and problem solving abilities.Students explore and develop cognitive skills while finding uniqu approaches and solutions to specifictasks and problems. Rationale Unmotivated low - achievers often possess skills that are not in demand in manyschool-related situations. The emphasis on unconventional, unique solutions appeals to manysuch students. Recognizing other points of view and generating possibilities often assist in improvingthe students' self-concepts because tlwre are no right or wrong answers. Sample(K-4) Interesting Possibilities Objectives The learner will 1. use generally accepted oral language forms 2. analyze and interpret pictures using elaborated language 3. distinguish reality from fantasy Materials Several familiar objects. or. pictures of them, drawing paper, crayons. Steps I. The teacher holds up a familiar object such as a sweater,and pres'ents a problem. such as: "You have lost your sweater. What would you do to try to find it?" 2. Students brainstorm for possibilities. 3. Have a volunteer student select another object and present aproblem such as: "This lunch box won't stay closed." 4. Students can draw a picture representing a solution.Pictures should be labeled and displayed. Evaluation Pictures can be discussed in small groups for plausibilityof the solution. Sample(5-8) Ad It Up Objecti% 2 The learner will recognize information and ideas throughsynthesizing. Materials Paper pencils. poster board. magic markers. Steps I. Divide the class into small groups. 2. Have students brainstorm items suitablefor selling such as T-shirt. car wash service or ice cream. 3. Present the task: Choose one item. Brainstorm some interestingwords and phrases to use in an ad to sell your item.

62 '.:71xamples a. Super T-shirts Crazy . many colors . shable .hilarious ... original messages ... your own pictures ... all sizes ... sensational ... for s hoot and sports. b. Corky'sCar Wash . ..loving care ...inside Plenty of suds .. ext ra spray . . pe?-:ftct polish . .cheerful workers . terrific . and outside ...eitti and sharp ... chrome and glass ... kingof the road. c.Ice Cream .. Delicious .. 26flavors ...iirichand creamy ...nopreservative. party prizes . sundaes. shakesand super sauces ... nut ritioust. ..friendly ... triple treat cones ... nutty and fruity combinations .. ; your favorite. 4. Student-an make a poster to display the ad. j Evaluation Teacher will observe evidence of students' creativity in assembling ads through synthesizing.Student groups led! share"ads with, eachother and provide peer feedback. Skits can also be planned. Resources Adapted from Symonds, M. Think gig, Special Projects for Creative Thinking. Santa Barbara: The. Learniu Works. 1977. Sample (9-12) Who Did It? Objectives The learner will 1. recognize. recall and retell details. 2, will draw concitrAons and make judgments. 3, demonstrate that language functions in a variety of ways e.g. to persuade. MaterialsPelonneil Detective tales'on esource book, or in duplicated form. , Steps 1. Dividelheiclass into three groups. 2. 1-fave students listen cm-efully to a short mystery story either read or taped. 3. Students cliscuss what clues might reveal the guilty-party to the detective.. 4. Student draw individual conclusions from the prssibilities,and try to persuade the others to their point of view/ supporting statements with reasms based on the mysteries. 5. Students can write their own mysteries and submit them to educational magazines. Evaluation Teacher will observe how students attend to detaik..;-malyzeinformation and use persuasion..

63 60 Resources Cleary, D. M. Thinking Thursdays: Language Arts in theReading Lab. Newark: International Associati(m. 1978. "Mini Mysteries.- Scope. New York: Scholastic Press. Symonds. M. A. Think Big. Special Projects for CreativeThinking, Santa Barbara: The Learning .Vorks, 1977.

64 Directed Reading Activity Definition The Directed Reading Activity (DRA) (Betts. 1946) presents a bi,s!c format from which to provide systematic instruction to students as they are guided through a reading selection. Rationale Sonic students require a structured approach to learn effective' om their textbooks. The judicious use of t he Dlit\ by the teacher can provide students v.ith the atmosph,11. necessary to promote student learning. DRA is appropriate for all students. K-12. Modifications may hay- to be made for K-4 students or for 5-8 or 9-12 students who are beginning readers. Using listening as a my ins to learn text material is a viable alternative for those individuals. Sample (1<-12)' - Objectives The learner Will I. recognize and use sight vocabulary in context with words specific ic, content areas. 2. demonstrite an understanding and use various aids to develop and expand_vocabulary. 3. retignize. recall and retell the main ideas, details. segue-e and cause--e``. ct relationships. 4. draw conclusions from facts given. 5. infer that which is not explicitly stated in a selection. 6. make judgements. 7. predict outconu;s.

8. interpret and use information presented graphically.- Materials/Personnel TeNtbooli, supplementary reading materials, nonprint media such as films and filmstrips. Steps 1. Prereading: In this stage the teacher develops concept background, creates interest, introduces new vocabulary, and estoldishl:s purposes for reading. Though each part will be discussed separately, most often they are not dted tts discrete entities in the lesson. a. Develop concept background by associating what students already know to the new learning they will encounter in the text selection. Discussion centering around the chaptertifle and the illustrations within it and personal experiences of 1.. students may accomplish this requirement.Additionally, teachers might employ some alter strategies such as theanticipation guide, survey technique,orpossible sentences- b. Create interest. Sometimes studeirk become motivated simpb by developing concept background. Other times, the teacher may have to use additional mat,r. !o stimulate interest such as films, maps and audiovisual displays.

c.Introduce new vocabulary, especially if understanding the major ideas of a selection is dependent on %nowing the vocabulary that comprises it.Itis suggested that teachers consider using some alternative strategies. such as thegraphic organizerorpossible sentenceswhich are described elsewhere in this resource.

dl.F.stablish purpose. Providing a clear. purpose for reading gives students an opportunity to target their comprehension as they read. The purpose lor reading can he general or very specific depending on teacher's objectives.

65 7 2: Reading: Students read the text material tor the purposesset in the prereading stage of the lesson. The teacher may elect to read a selection to sttrk:.1,.; after purposehas been set or have them read it silently. 3. Postreading: The final stage of the IRA comprelwnsion check pins discussion and reinforcement activities to extend students'thinking. Students can answer the purpose-setting questions from the prereading stage of lesson. Discussion may bebased id:in-native strategies such as the studyguide, herringbone technique, anticipation guideor possile sentc-elclvs. Reinforcement 7-activities extend rind refine 'students'understandiny.. of the selection' major ideas. They could include activities to reinforce new vocabulary ordevelop compreliensio.n abilities. Activities, such as a post-graphic organizer or a game. mayiii designed by the. teacher iiillie-ieadier-may'usepublished activities or assigii a topic writing or research inthe library media center. Evaluation mastered t he vocabulary a,,d :-,et the specific TIC,teacher can judge how successfully the students objectives of the lesson. Resources 13etts, E. A.Foundations of Reading Instruction.New York: American Book. 1946. Estes, T. H. and J. L. Vaughan.Reading and Learning in the Content Classroom.Boston: Allyn & Bacon. 1978. Readence, J. E.. T. W. Bean. and R. S. Baldwin.Content Area Reading: An Integrated Approach. Dubuque: Kendall Hunt. 1981. Shephard, D. L.Comprehensive High School Reading Methods.Columbus: Charles Merrill. 1973. Tierney. R. L., J. E. Readence. and E. K. Disiter.Reading Strategies and Practices: A Guide for Improving Instruction.Boston: Allyn & Bacon. 1980. Reading. Also see strategiesAnticipation Guide.Graphic Organizer. Guided Listening Guide. Guided Possible Sentences. Study Guide.

66 Experimental Activities Definition PAperiental activities involve acquiring knowledge. concepts and skills through actual participation in a situation or event. 1 hese activities reflect a philosophy ol learning by doing rather than learning by observation modeling or learning by being told (Olson limner. 1974). Rationale First-hand participotion offers many opportunities to build background experiences needed to interpret Student~ encouraged In dUlTini) and on (heir own concrete experiences tat her than to (iv i Wind on dir I()1 !UT's abil Io demonstrate or relate knowledge. Personalization and relevancy assist in maintaining a positive attitude toward learning. Sample(K-4) Natt.i, WWII Objectives The !col net will

I . expand tlic number of words understood in context

2.learn spcciabzed vocabulary 3, use a k'artelVoforal language Structures 4. demonstrate that symbol,: ,itand for referents make compalisons Materials Natural materials. (leaves. nuts, or balk). construction paper. paste. chalkboard, chalk. experiencechart. Steps I. Theteacher should explain that the purpose of the walk is to identify different kinds of natural materials. especially leaves. 2. Display labeled pictures of various leaves. 3. Take the students on a short walk through the woods reminding them to observe the leaves. 4. Lwow age the students to collect various leaves and other natural materials. 5. slaw' volunteer students describe their findings as thoroughly as possible. The teacher can transcribe these descriptions on the hoard or on a chart and assist with labeling. 6,I lave students paste their leaves and other materials on construction paper. 7. Display the students' work and encourage them to make comparisons. Evaluation The teacher might use the following criteria for evaluation.

1.Did the students learn new vocabulary words? 2. Can I In' students identify various shapes and colors of leaves or other natural resources? 3. Can the students apply the concept of colors to objects in the classroom? Options

1,Write a class poem about the walk.

2.Write sentences describing the walk 3. Make a class scrapbook of the leaves or other materials. 4. Use puppets to reenactOW Ilia.

67 Sample(5-8) Textures Objectives The learner will: 1. use various aids to develop andexpand vocabulary 2. demonstrate that symbols standfor referents

:3.attempt self-expression in writing usingindividualized spelling

4. medic comparisons . Materials Objects with a variety of textures such as Rif, paper.sandpaper. scissors. etc.. paper and pencil. Steps 1. Theteacher twill display several selected objectswith a variety of textures. 2. Circulate the objects for thestudents to feel and touch. 3. Divide the class into small groups. match how it 4. Each group should select one ofthe objects and brainstorm a list of descriptive words to feels such as smooth, cool, prickly, etc. 5. Group can share their lists. 6. Objects can be classified under categoriessuch as smooth. fun. paper. 7. Comparisons of similarities anddifferences can be made. Evaluation ....Enthusiasm [orthe task plus additional words offered bythe other groups can be noted. Options

1.Students can write a descriptive passageabout the object. 2. Students can investigate theproperties of the objects. such as color. durability, etc. 3. Stodents can describe the objectorally in a -Twenty Questions'' type of game.

Sample(9-112) Oragami (Paper folding) Objectives The learner will

1.read and follow printed directions

2.interpret and use information presentedgraphically

'3.recognize, recall and retell sequence andcause-effect relationships Materials Paper, resource books from media center,handouts of several styles of paper airplanes. Steps make a paper airplane. Samples may 1.Displaythe various materials available on how to fold paper to also help promote interest. 2. Discuss characteristics of planes such asstyle. maneuverability and speed.

68 oos

3. Students may work individually or in pair s ()pc(' they se'.'c a plane tomake themselves. 4. Provide the printed directions in the form of h:owlouts for the styles selected by the student. 5. Allow students timc to make the plane. decorate it and lalyl ittvitlt their names. 6. Decide on categories for competition such as speed. distance.style. etc. 7. Allow students-to fly their planes at a specified time for practice not throughout theday in other classes. 8. A pc.int system for scoring in each category can he devised and competition held. Winners ineach category plus a winner with the highest number of points can display their planes in ahall showcase. Evaluation The product serves as the evaluation. Students should be chco-uraged to reread the printeddirections if their airplanes do not look like the model. options Pap, r foidino procedures , ; itei items can be utilized to help students follow directions-in sequential order. Resources Altimtp,r. :,:(isemary ,%nd Cccil Main. Science Experimentsfor Young Children. NY: Teachers College H ss. 1975. Brehm, Shirley. A Teacher's Handbook for StudyOutside the Classroom. Columbus: Charles E. Merrill. 1969. Hug, John and Phyllis Wilson, Curriculum EnrichmentOutdoors. NY:Flarper & Row, 1965. Children. NY: Van Nostrand Reinpold, Krinsky_. Norma and Bill Berr:,,. Paper Construction for 1966. Marbach, Ellen. Creative Curriculum. Provo: BrighamYoung University Press, 1977. Murray. W. D, and F. Rigney. Paper Folding forBeginners. NY: Dover Publications. 1975. \ Film/Filmstrips Definition These activities involve the students in theproduction of Blocs or lilinstrips. Rationale film Movies hold an important place inhildren's and teens' lives. By involving students in 50111e simple projects, they become motivated tolearn about visual literacy and to use critical judge.a?nt inthe classroom. Students can he guided to understandhow the filmmaker uses visual images to make the audience feel and respond in predictable ways. Sample(K-4) A Documentary Objectives Thelearner will 1. distinguish four essentials of the communicationprocess - source. Message. medium, audience 2. recognize. recall and retell the mainidea(s). details. sequences. cause-effect relationships 3. use oral language for a variety of purposes 4. demonstrate that speech andwriting are tends of communication Materials (optional). A Super 8 camera, film, projector.splicer (if available). tape recorder Steps which they would like to film at their school: i.e. howfood is I.Students brainstorm a list of subjects about prepared in their cafeteria, how they get toschool (bus, car, or by walking). playground activities or problems: a day in the life of a schoolPrincipal. what a third-grader's clay is like, how to find and check what it is like to be a "safety out a library book, whatrecreational sports are offered at their school, or

patrol guard.- _ 2. The students select a subjectfrom the list of possibilities. done by the 3. The sequence of scenes will beplanned in order by the students but the Filming will be teacher. 4. Students can make posterboardswith the film title and the credits. which is 5. When the film is developed. the students canview it and discuss the effectiveness of the story conummicated. 6. A written narration can bedictated to the teacher and perhaps tape-recorded. Evaluation The teacher can informally evaluatestudent interest and participation. Students can evaluate their own part inmaking the production effective. and whether the shortfilm clearly communicates an interesting and accurate storyto the audience. Students can he asked to recall the mainidea, the details and the sequence of events. Options for a more skilled approach include Projects which can remainrelatively simple or which have potential 1. documentaries 2. drawing directly on celluloid(16mm or lihnstrip)

70 :. cut-out, collage or clay animation and 1. genre films such as monster, science fiction, detective, mystery. Sample(5-12) Fill]) Objectives The learner-will I.write and compose for a variety of purposes 2. turitt; and compose in a variety of ways 3. recognize. recall. and retell the main idea(s), details. sequeirces, cause-effect relationships 4. analyze relationships among soarce. message. medium and audience understand and use basic components of visual lih;racy Materials Construction paper, scissors. posterboard. clay. smallModels (optional), resource books, film. camera. tri-pod. Steps ITThe students choose a story to portray with film. They may create a storythemsjlves or choose one from a unit w literature dealing with short stories. fables or narrative poems. 2. Film animation can be done with cut -out figures.with clay models, or by pixilation (Morrow & Suid, 1977). Students will work best in small groups, planning their shortfilm with a "story board." 3. The teacher should demonstrate the.use of a Super 8 Camera with a single-framerelease: the camera should 1w mounted on a tri-pod. 4. Students prepare their props. figures and any narration. 5. When the sequence of shots has been planned carefully, thestudents prepare a filming location, set the camera on -a tri-pod. and shout double frames by meansof a cable release. Books on animated films can suggest the distance in.movements for figures Sothe movement will look smooth. 6. When the film has been developed. the group will share their experimental projectwith the class or with another audience. Evaluation The preplanning stage can be evaluated before any filming is started.The teacher can observe the interest. motivation and participatiim that this project Creates in theclassroom. Students can complete a self- evaluation on the effectiveness of how their groupworked tor ether and shared responsibility for all the details of this kind of project. Students can be asked, questionsabout details, sequenCe. etc. Peer evaluation can be encouraged whenthe short film is shared with the class. Resources 'Aquino. John. Film in the Language Arts Class,Washington. NEA. 1977. Cox. Carole, "Making Films without a Camera,"57, Language Arts,March 1980. pp. 274-279. Davis. Robert.Introduction to Film Making.Urbana: ERIC and RCS. 1975. Donelson. Kenneth. ed.Non-Print Media and the Teaching of English.Urbana: NCTE. 1975. Feczel, <1.. K. Brown; C. Valentine. eds.Selected Print and Non-Print Resources In Speech Communication, An Annotated Bibliography K-12.Urbana: ERIC. RCS. 1976. Foster. Harold.The New Literacy: The Language of Film and Television.Urbana: NCTE. 1979.

71 77 Morrow. James and Murray. Silk!. Mediaand Kids. Rochelle Park: Hayden BookCompany, 1977. Shrank. ,Jeffrey. A Guide to Short Films.Rochelle Park: Hayden Book Company. 1979. 4hegiu Ibid. Teaching With Film.Bloomington: ('hi Delta Kappa Education Foundation. 1977. Schrnk. Jeffrey. Understanding MassMedia, Skokie: National Textbook Company. 1980.

72 Folklore Definition rofklmvinvolves the study of one's own or another's cultural heritageincluding customs, traditions and beliefs which have been preserved through the years. Rationale Folklore takes a personal look at one's ancestors and theirlives. It instills a sense of personal pride and helps to develop it positive self-concept. Sample(5-12) Objectives The learner will

1. learn specialized vocabularies 2. will accept and understand other dialects asvalid communication 3. use oral language in a variety of ways: (a) dialogue and discussion. (b) retelling, lc) summarizin, (d) interviewing: 4. Write and compose in a variety of ways. Materials "Foxfire- film,Foxfireseries. access to the school libritry media center. Steps

1.Introduce unknown terms such as heritage andfolklore. students' experiences. Be careful not to devalue any 2.Discuss various activities and customs based on that are mentioned. 3. Show him "Foxfire- available from thefilm library: 4. Look through books to acquaint students with the typesof stories that deal with pertinent topics. 5. Acquaint students with the interviewing strategy.(See Interviewing)

6.!lave students gather stories from designated interviewers. 7. Have students edit, rewrite and finalize writingsin small groups. 8. Publish gathered stories in a book to be used inschool library media center or to be distributed in other ways. Evaluation Students evaluate individual stories and decidewhich are to be included in published work. The teacher also has the opportunity to evaluate themechanics and self-expression in the products. Resources Center for Southern Folklore Magazine(magazine published in Memphis). Foxfire Experience.Rabun Gap: Foxfire Fund. 1975. "Foxfire-film. Georgia Department of Education Film Library. Foxfire(magazine published at Rohm] Gap). Hands On: Newsletter for Cultural JournalismRabun Gap: The Foxfire Fund.

73 7,9 National Workshop for Cultural Journalism:Workshop Report.Halm!) Gap: The Foxfire Fund, 1980. 1972. (also subsequent 1,Vi9qinton, Eliot.The Foxfire Book.New York: Anchor Press Doubled, books in the series) Halm» Gap: Tlw Foxfire Fund, 1975. Wiqqinton. Eliot,Moments: The Foxfire Experience. Wood, Pamela.You and Aunt Arie.Nederland: Ideas. Inc.

Cj 74 Free Writing Definition Free writing is putting 010''s ideas into written form as they k ?(' wrid. NO time is taken crass otr,, inappropriate word or to respell or restructurewords into sentences ur..,II,itcr ininm process. Rationale Immediately putting an idea on paper even if.it is "I can't think ofwhatto write" helps students to once the initial difficulty in getting started and possibleembarrassment concerning the product. Since the topic is of the student's.choice, the activity is mostrelevant to the student's needs. Sample (R-12) Objectives The learner will 1. demonstrate an understanding thatspeech and writing are tools of communication 2. increase. enrich and refine oraland written expression 3. write and compose in a variety of ways Materials paper. pencil or pen. Steps 1. ExplAin the. procedure to stuck ins. that is.that everyone will write for a specified amountof time. Begin with three, five or ten minutes depending onthe maturity and ability of the students. 2. Everyone" including the teacher writeswithout stopping, correctilig. or reviewing. Picture writingand 'personal respelling are all appropriateatfirst. 3. At the end of the allotted time, all writersread their papers silently: underlining any word or sentence they particularly like. These ideas canbe used for later written work. mechanics 4.If the teacher reads a student's work(see Evluation), sentence structure and emirs in should.be noted for future instructions,but notred penciled. Evaluation Self-evaluation is very important here andshould be used to build positive feelings toward the word process. Peer-evaluation can be useful if students want toshare their work with one or more peers. Positive suggestions such as "I like the word ..." should be encouraged. The teacher should join this activity as a peeritot a judge.

Note: Any topic is an appropriate onefor free writing. Some starters include how youfeel or felt about something or the description of an event. Resources Applegate. Maureen. Freeing Children ToWrite, N.Y.: Harper and Rowe, 1963. Bernhardt. Bill. Just Writing, Excuses toImprove Your Writing, Urbana: Teachers andWriters Collaborative. 1977. Burrows. Alving Truet. They All WantTo Write; Wirtten English In The ElementarySchool. N.Y.: Holt. Rinehart and Winston. 1964. Carlson. Ruth Kearney.Sparkling Words: Three. Hundred and Fifteen Practical and Creative Writing Ideas.Urbana: NCTE. 1979.

(:ok''r.Candy. ed.Focus On Writing.Urbana: NCTE, 1975.

CIL H.On Righting Writing.Urbana: NCTE. 1977. Cone: !Anita and Gordon Thomas.Communication Games and Simulations.Urbana: ERIC, RCS. 19''3. Day. Robest and Gail Cohen Weaver. eds.Creative Writing in the Classroom; An Annotated Bi7iliography of Selected Resources, K-12.Urbana: ERIC. RCS. 1978. Evertts, Eldonna, ed.Explorations in Childrens' Writing.Urbana: NCTF. 1970. Gallo, Donald. ed.Confronting Writing Obstacles.Urbana: NCTE, 1977. Gallo. Donald. NI,Teaching Writing: Advice From The Professionals.Urbana: NCTE, 1977. Graves, Donald H.Papers on Research About Learning, Balance The Basics: Let Them Write, New York: Ford Foundation. 1978. Halley. Jack.Teaching Writing, Urbana: NCTE, 1978. Haley James. Shirley (ed).Perspectives on Writing in Grades 1-8.NCTE Committee on Teaching Written Compositions Urbana: NCTE, 1981. Hillocks. Georgia. Observingand Writing.Urbana: ERIC. RCS. 1975. Kirby. Dan and Tom Liner.Inside Out: Strategies For Teaching Writing As A Developmental Process.N.Y.: Hayden Books. 1980. Leavitt. Hart Day and Rand A. Sohn.Stop, Look and Write.N.Y.: Bantam Books, 1970. Maxwell. Rhoda and Stephen.

76 Games

-A game is airin,.tructiontil, eniot,iable activity developed tvith a speL:fic nlir,a. Games are best used to reinkirce a particular skill. Gaines areflexible. it'tw..1.Yer, and a teaclw.:.an also introduce or diagnose a skill tinting!' the (1St' of a game. Rationale Learning games have many advantages in the classroom. A gam,! in ,clf is moni....ational fold of high interest to students..fitroogh games. students learn the concept of cool:;-,::ttion,With kroo-iichievers, competitiOn should be minimized if not elimiinat ed. Frequently gamare more ,,,distic or relevant for the students than textbooks. ()amt-, alter the learning situation since th, 'teacher becomes A participantrather than a judge. Through games students have many opportunities to make decisions. Finally, games are usuulfv-4!ort. enjoyable activities. (K.4) ..- eincaI ion Obiel:tive The learner 1.1111 discriminate visial similarities and differences coinoi+: used words to and out of context. Materials Index cards. pairs of identical words written on paper strips that are.4;)p' d -1.,) the index cards. 'steps I.Place pairs of high interest words, such as bikebike. face ,nt tabie. 2. The student turns over two cards and pronounces the words. If the words areidentical, the student uses the word in a sentence and keeps the pair. If the words do -ant match. turnthe cards face down and pr(K (qui to the next student. 3. Ilw game ends when all the cards have been removed fromthe table. Evaluation This ;Idiot y can be self-evaluating-because only identicaltv

1.Ikn'tt and respond for a variety of purposes 2. i,.:pand the number of words used in context 3. recoquite use of propoqiinda devices 4. distinguish between fact and opinion Materials Si W of cards for each student labeled Fact. Opinion.

77 8 Steps '''alde the class into small groups. Each group plans a persuasive argumentcombining facts and opinions concerning a household product such as a cleanser,toothpaste. etc. This will involve listing characteristics of the product and possible devicesfor capitalizing on its advantages. 2. A volunteer from each grouplk the class something about the item such asit is blue,- orits worth its price.- Students react by holding up a Fact or an Opinion card.Volunteers share- reasons Hr answers. 3. Continue the process until all groups have shared their iniormation. Evaluation fhe te,N-iicr can observe which students repeatedly have misconceptions about fact vs. opinion. . Sample 19-12) Match Objectives The learner will

1.listen mid espond for .1 variety of purposes. 2. recognize. recall and retell the main ideas, details, sequences andcause-effect relationships. 3. recognize relationships of time and.place. 4. recognize the complexity of the individuals and situations as depic;yd innlitc_ratttre. 5. analyze nonverbal symbols of communication. Materials Index cards. magic markers. *Steps 1. Discuss a story. T.V. show or song with which the students arefamiliar. 2. Transfer parts of the discussion to index cards such as-place- written in black on one ;and and -Dallas" written in red on another. lnuludy the concepts that you want ioreinforce such as main character, author. conclusion. etc. 3. Distribute one card written in black and one in red to each student,keeping one card yourself.

<1. livgin by reading your card.

5.Hie student who has the match "red- card is read first. the match is a "black- card) to your card stands, and reads it 6. Disctissiany misiuteoffetations. 7. That student thereads the seconttc ird. 8. The march to that card is read. The process continues until all card, areused. 9. You might want to include one irrelevant card with no match. This card can be discussed at the very, end. Evaluation the teacher' can note '_ concepts require additional instruction. Resources' Crafty, Bryant. Active IL.: .ring: Gaines to Enhance Academic Abilities. EnglewoodCliffs:

l'rentice-1 . ()auk. hen and I lollowell. eds. inventing anirPlaying Garnesiirth-e-frigh Classroom.Urbana: N(T[. 1977.

78 NCT1'.. 1974. . Ehrlich. Marriott. ed. Creative Dramatics Handbc.4,.. Urbana:

Flue gcIlim. ;Andrew. ed. The New Games Book. Garden City: Doubleday. Donald. A Gaggle of Gimmicks. Urbana: NCTE, 1978. I leit/inoliti. Ray. Educational Games and Si nitilations. Washington. D.C.: National Education ,Asscat ion, 197,1. Kaplan. Sandra N. Big Book of Writing Games & Activities. Santa Monica:Goodyear. 1975. Kingliorti.1 farriet. Classroom and Workshop Tested Games, Puzzles and Activities for the Elementary School. West Nvock: Parker Publishing Co.. 1975. Pearson. Craig And Joseph Marfuggi. Creating and Using Learning Games. Palo Alto: Learning Ilandbooks. 1976. onto! d.lent, ((. hairperson.) Activating the Passive Student: Classroom Practices in Teaching ,..nglish. 1978.79. Urbaa: NCTE. 1978. Solli on.I )ot oilly I)., Beth Davey. and Dolores P. Dickerson. Games As Learning Tools: AGuide Z- or Effective Use Instruct() N-Grow-lid!. 1978. Students also enjoy commercial games which can lie adapted for instructional purposes. Amongthe fncorite5 arc I langinoo, Scrabble. Prohe, l'n'o Tie-Tac-Dough and Boggle. The ',Indents a illreadily volunteer the names of their laturite games. .\ unique opproAch to games call be lound in a process called Feanis. Gamesand Tournaments "TGT." The reierene is located belott.. Slavin, H. Using Student Team Learning. The John Hopkins Team LearningProject. The John I lopkitp, Unit ersity. 1978. Graphic Organizer Definition vocabulary terms he graphic outanizei structured overt. it (l!,;tt I on. 1969) is a visual diagram of major 111,0 students will encounter in a content leadingassignment. It provides a frametvork of interrelationships among till' inapt' titealudatyswards and mat: serve as.a reference for students asthey proceed through a lesson, Rationale The graphic organizer is aninstructional strategy which provides a systematic means tofacilitate the 1,jrnin9 of technical vocabulary. Tht teacher presents apicture or schematic diagram of the important to vocabulary terms within a text reading assignmentand demonstrates to students how these words relate to one another. fiat roll ( 1969)has stated that this forms a sort of -advanceorganizer- that pin ,..ides students Clues to the structure of it topic to hestudied. It will help the teacher clarity teaching goals and willprovide students a graphic reference as they begin readingand studying their assignment in greater detail. Sample (5-12) Objectives The learner will I.recognize and use vocabulary specific to content it. eas. 2. demonstrate an understanding of and use varlotts;ids to develop and expand vocabulary. 3. recognize information and ideas throughclassifyin.J. outlining, and synthesizing. diagram I ;rm. 1.interpret and Hsu information presented in Materials Personnel Chalkboard or an overhead projector.textbook. Steps th r(mstructinn and preseiriation Of the qtaphic organizer will be discussed in six steps. 1. Teachers should first analyze' the iotarial to be read to identify the major ideas that areimportant for students to know, selecting the irt:mtiant wordswhich convey those ideas. In this way a numberof difficult words in the chapter may be eliminatedbecause they do not tie directly to the major ideas. be used. The teacher has identified the following fO (wide an example, a science unit on minerals will majot a. Minerals may heclassified as either metals or stones. h. Metals may lit' further classified as rare. common oralloys. I. Stones mat;be fluffier classified as precious or constructed by masonry...11w words that might be selected by the teacher as important for understandingthese ideas are:' minerals, rare, common, alloys. precious. masonry, gold. silver, aluminum, iron,steel, bronze. diamond, ruby, limestone and marble.

2.I he teacher arrangesthese words into a visualdisplay that denuntst rates the interrelationships between tlw words and the ideas they convey. Theteacher might try several arrangements and then select the one that appears tobe the most appropriate. Continuing with Mir\science example, the Words might be a; ranged in the foll,o.eing manner.

HO MINERALS 1IFTALS ,/STONES RARE Ct i11MON ALLOYS PRECIOUS

I I ALUMINUM STEEL DIAMOND LIMESTONE IRON BRONZE RUBY MARBLE

3. The teacher may choose to adt: any previously learned words from other units of study and insert these in the graphic- organizer. Adding these known words should enhance students' understanding of the organizer and the topic to be studied. 4. 'Me teacher should evaluate the completed organizer to make sure the diagram accurately illustrates the ideas to be stressed in teaching the lesson. The organizer must be interpretable by the students. 5. When presenting the organizer to students, the teacher should actually "talk" them through it by constructing the organizer in front of the students. In this way the teacher can thoroughly explain the arrangement of the terms. Students are encouraged to contribute additional information or ask questions concerning the arrangement of the organizer. It should be stressed that this presentation provides only an overview of the topic to be studied: do not anticipate mastery of the terms at this time. 6. The graphic organizer may be used as a teaching tool after students have finished reading their assignment and a discussion of the material ensues. The teacher may continually relate new information to the organizer or reinforce information by referring to the organizer. Since the organizer can be a major point of refe-ence throughout the teaching of a particle-7- lesson, the organizer might be placed on a lame piece of poster paper and put on the bulletinboat Barron ',I979) has also suggested an alternative use of a graphic organizer in this post-reading stage. If the ,-.ts have sufficient:y learned the important ideas and vocabulary of a chapter. they should be able pinplete a skeletal form of it graphic organizer. For our science example a post-:.:;Thic organizer might look like the following:

MINERALS

METALS

RARE PRECIOUS

GOI.I) STEEL LIMESTONE

ALLOYS DIAMOND

COMMON MARBLE

SILVER-- -- STONES

MASONRY IRON

ALUMINUM BRONZE

RUBY

81 8'? Students would choose words from the list below the skeletal organizer tocomplete it.hey should be able to complete the organizer accurately if they understand the topicunder study. Such a technique provides an excellent review activity for students. Evaluation 11, use of o !poplin miloni/viin the pie-reading stage of oninstructional lesson enhances vocabulary knowledge while the postgraphic organizerenhances students' comprehension (Moore8e 1{eaderice.

has been read could give An informal assess:livid of wordlinincledge and comprehension after the lesson elle( liveries,' of the graphic- organizer. some indication of the . is not recornmencled for use by K-4 Note: Because ,:f the abstract nature crlthe design of the organizer, it students. For 5-8 and 9-12 students. teacherswill need to adjust their presentation of tlw organiz,...r to :or! become in the ability levels of the students. It is also cautionedthat the more actively involved the students the more presentation of the owanizer. tire morepersonalized the learning will become. and therelore. effective it should be. Resources Research in Reading in the 13arron,li. "The Ilse of Vocabulary as an AdvanceOrganizer.- In Content Areas: First YearRepol. [(Is.1 1. L.Herber arid t..Sanders. Syracuse: Syracuse !969. Overview Barron. H. E. "Research for the ClassroomTeacher: Recent Decelopm-als on the Structured Area.:.'.The Fourth Report. as an AdvanceOrganizor.- InResearch in Reading in the Cont,m-,:k Eds. 1 I.I..I lerlwrand d. D. Riley. Syracuse University. 1979. Earle. IL A. and H. F. Barron."An Approach to T.'aching `.1ontent Si,bjects." In Research in Reading en the ContentAreas: Second Year ' H. F. Herber and H. F. Barron. Syracuse: Syracuse University,1973. in the Content Classroom. Boston: Allyn & Estes: T.11.amid. Vaughan.Readir j . ming Baron, 1978. rnglewood Cliffs: Prentice-Hall. 1978. Eicrber, t I. E.Teaching Reading _iv from Moore, D. W. and J. E. Readence. "A Ms dysis of tlw Effect of Graphic Organizers on Learning Twenty-ninth Yearbook of the t... TonalReading Conference,1980. tivadence, J, E.. 'I. W. Bean and S. Baldwin.Content Area Reading: An Integrated Approach. Dulnanw:Kendall Hunt. 1981.

82 uided Listening Procedure Definition

I he. atidd 1.ktyliffiq Pio( edttro- (11') Art/e.r. (titinitighain. 1977) capitalixes on listening as insure th,:l students undershoul dm i-e( all ;icy information from their texffloolts. !he ((i is an adaptation of the (;aided Reading Procedin. (i\lon/o'. 1975)aml,therefor:). closely follows the pio( edinal steps ol that sthitegyAs 5d1(11 the (T1.1) incorporates the' 'comprehension processes of collahotatie ludinshitming. listening to a selection to correct inconsistencies and to add missing infoiniation. and information Iry long-term recall. Rationale l.kteiling is often neglected as mean), to la( dilate students' learning irons text material. The GLP may sert e to aid students in dekelopmg their listening skills and toaid students in understanding text material

1111i1 It111,11:III' OW tilitll1111 to read. titaphing qui/ result), can help to motivate students to listen. lite ((LI) is ((tiptop' late for all students, kindergarten through grade 12. 'Hie length and difficulty of the matetial used lot li-)tenitift will he dependent on students' ability. interest. and attention span. However, in no case should the listening exceed telt minutes. Sample (K-12) Objectives The learner \kill

I use I 1; lilt; Of oral language structures.

2.listen and iespotid to obtain information. listen and iespond Iii applv information heard to new situations. I, ,111(1 ler,111 Inalll ideas. details. sequence. 111(1 cause - effect relationships tyliit spe(iti ally -.toted 1)k the speaker.

5.infer main ideas. details, and sc(p1(91, not by the spealter. inhumation and ideds through outlining. sunimari/nig, and synthesizing.

7.(11InO11`,iratc an tinderstanding that speech is a tool o( count,,.;cation. 8. increase. enrich and refine oral expression. '14:tterials Personnel \ lhoOk. thOlkbOOI d (It overhead projector, paper and pencil. graph 'input. Steps The COO' kis of the followingsix steps.

1.I lave students listen to a text SCIOUtion inCLISS according to 111C following purposes. a. Set a specific ovcrall purposefor the assignment, e.g.in4 a language arts unit on increasing vocabulary, a section on context clues might suggest the following purpose:"Determine the types of context clues a reader may use to obtain the meaningof unknown words,- I. Set a second more general pitrpos,: "Liste't to remembereverything (he prepared;(. recall as many (let dik vote can alter listening to the),iection being read)." 2. Have students. one at a time,recall what they remember and record this information On the hoard. (Accept one one remembrance at a him)Irom only one student -1( a time,) A volunteer or two may be used to record thisinlormation. thereby allowing you tofacilitate the brainstorming activity. Accept all volanteered information at this time, regal dies), of correctness.

83 8 CI Reread the text selection again andhave Students listen for the 3. Review all recorded information. information. include any new or ;Almost, of filling in missinginformation and to correct ally erroneous corrected information on the hoard. be comprised of the Have students organize the recordedinformation in an outline. The outline may of events depending On thecontent of the selection. The teacher main ideas and details or a sequence designed to aid students in should. facilitate the constructionOf the outline by asking questions importance or appropliatetieSS integrating the information on theboard. St talents.may also vote on the of each idea its the outline isconstructed. Approximately five Give- students a short-term memorycomprehension quiz on the GLP Jefoction. elicit thinking atall levels of true - false, short answer, ormultiple choice questions designed to comprehension should be adequate. havestudents score the quiz and graph theresults. Some forgetting will have 6. One week later give strident s adelayed recall pop quiz On the same selection. occurred: however. this is a key step in theGLP as students will develop a mind-set toorgakize and synthesize information for long-term retentionwith subsequent GLP set,sions. Evaluation by examining students' graphs of their quiz resultsfor both Teachers inav evaluate students' progress Additionally. the graphs can act both as a motivator forstudents short-term and long-term comprehension. their understanding and recall of content as well as a monitoringdevice as they attempt to imphwe information. A s-iinple bar graph as shownbelow may be used.

130 Short-term quiz results

1 Long-term quiz results 0 2 14 2 28

recall process. Quizzes may ids: he t'-inn efforts asstudents may guide each other in the comprehension Note: The teac wt. inav want to considerinterchanging the Guided Listening PrOcedure withthe Guided also Reading Procedlue every other week to instillvariety in the lesson structure. Such all interchange may promote the equal iniportiiCe oflistening and reading as IlledilS to learn contentmaterial. Resources Cunningham. J: W., P. M. Cunningham. andS. V. Middle and Secondary School Reading. New York: Longman, 1981. Cf.,,/,..Igham. 1'. M.. S. V. Arthur and J. W.Cunningham.Classroom Reading Instruction K-5: --.:;;Ittryglative Approaches.Lexington: D. C. Heath. 1977. Anzo. A. V. "GuidedReading Procedure.''Journal of Reading,18 (1975). 287-291. Moffett. ilames and Betty Jane Wagerer.Student-Centered Language Aids and Reading, K-13. Roston: I loughton-MifflinCo.. 1976. Patterson. Charlotte. -Teaching Children toListen-Today's Education, ,July-May1978, pp. 52-53.

84 f Guided Reading Procedure Definition I he tinkled Ifeading Pro«.clure111)) (flaiizo, 1975) is an integrated ldsson approach designed to insure that students imiler stand and teineintielfu,k.i. information from their ioxtbool.is. The (Ail' highlights the compieliension Rlocesses of collohia alive brainstorming, rereading a selection to correct inconsistencies and till in missing inhumation. and otganiiinpt inlormation for long-term retention -and retrieval. Rationale [he ( ;HP provides the basis for helping students.organize their reading experiences and places a premium on ellicient lecoll of inhumation.has. it serves as a model for students to organize the information. they !aid hum Caldillq kit 1'1I I'l4111I. GRP is appropriate for all students. kindergarten through grade tkvelve. The length and difficulty of the 111,11e11,11 used for reading will be dependent 'upon the student's ability. interest and attention span. I II R11'll'F, in no case '1110111d the reading exceed l() minutes.

. S iityp I e I IC1 2 Flie learner kvill

I.tecogiiiie. recall. and retell the main ideas. details. sequence and cause-eflect relationships.

2.recognize information and ideas through outlining. summarizing and synthesizing. Materials Personnel ( 11(111;1)(40.d or an overhead projector. paper. graph paper and\the textbook. . Steps .\ (cell -iiitvwdlc(1 (.11W insist s of thi lollokiing six steps. I.I lavi ,tralets r'orl o text selecti(iti in r lass according to the follokving purposes. a. Set a specific overall 1 1101(Ise for the ossignment. e.g. in a science unit on lveatlivrirql. a section on , might suggest the following purpose: -1,killat is the specific role of glaciers on the erosionof th's surface ?" b. Set a second more general reading purpose: -Read to renwtillier everything (he prelim erl to recall its main: supporting details as 0,011 can kvithunt looking back at the textlunik)."_.

2. I students iecoll everything thee remember and record this inlormation on ill:. hoard. Since this brainstorming dliitk. inav produce a barrage of car,titt to tvii stm1,111, you will accent only 010' rf'111('Illhfilt1(1' illit tittle 0111' stlldellt 111 a tUlle. YOU Mill; to !Ult.(' it volunteer or teen to HI) 11(' von may devote full attention to facilitating the briiinstorming iicttuitv. Accept id' voltint,.ered remembrances at regarcliss of correctness.

3.Reviekviill\recorrleclinformation. I lave students go back and reread the text selection with their purpose befog to fill-intoi,'.;incf infortn.tion not initially recalled and to .correct any inconsistencies in that information. Include Mese additions and modifications kith the other inforruat ion on the board.

4.I lakthe students organize the random information on the board into categories or main ideas and supporting defilfis The-end result should he smite form of outline of the information. A sequence of events. if appropriate for the text selection. 111110, also I(' MO 111/ construction of the outline can he occomplished by having students on the impor ante ofeaci(idea with the teacher acting as a "devil's advocate" by arguing for the inclusion of certain details where they appropridiHv fit or by asl:ing higher level comprehension questions designedtO aid students inklieg: di die information on Ilic hoard. 5. Give students a short -term nientork., comprelwnsion quiz on the (it ,p) selection. Alum, five trite-false. short answer. multiple-choie questions that elicit Mitil:ing at all It'vels of comprehension should he adequate. !lave students score the quiz and graph tire results.

8F selection. Some forgetting will have 6. One week later give students adelayed recall pop quiz on the same occurred. However, on a subsequentGRP sessions, students will have amind-set to organize and synthesize information for long-termretention. Evaluation the means for teachers to The graphing of quiz results lor bothshort-term and long-term comprehension is Additionally. the graphs serve both as amotivator and a monitoring device for evaluate students' prowl imply graph as shown students as they attempt torecall and organize their reading moreefficiently. F. below may be used:

short -term quiz results

Long-term quiz results

31 D, \TV 38 provide a model of the Since this strategy is designed to guidestudents' reading of the text as well as to comprehension process, there is no reasonwhy quiz.:es cannot be two (or more) person teamefforts. You makes can still institute apoint system for scoring andgraphing the GRP quizzes and the team approach the whole activity more exciting. Resources Bean. T. W. and R. Parch. "A field-testof a Guided Reading Strategy.'' Journal ofReading, 23 (1979) 144-147. Cunningham. J. W.. P. M. Cuw-dighani,and S. V. Arthur. Middle and SecondarySchool Reading. New York: Longman. 1981. Manzo. A. V. "Guided readingprocedure. Journal of Reading, 18 (1975),287-291. Approach. Readence, 1... T. W. Bean and R. S. Baldwin.Content Area Reading: An Integrated Duhuqw.: Hunt. 1981.

86 Guided Writing Procedure Definition an instructional stiateig, designed to 1111)( kViiiitiq c(11111 It )llT) 1`11111111 and li,111. NS()) is and rebut' students' !taut lolov,Artl!ty "I .1 dud sun h. the( Att)t nt)fitii)(1),,,e),11)m central Ica) !ling !took:1) 0) actiate mid ,,,m11)1)students' prior lotiak ledge of (t topic helm, flick; do4111l; IC \I 11.41(1111!1; 21 1(11,41111111C 4111(1 Cl'41111411C11111(1C111',. illen CNI)1.C",",i(ill through guided instruction. d bt( 11141 Chill C111 4111'41: ,11f (1 1111p1OV1:.",f11(1C111"; tclttten NI11C",",1(111 the synthesis (Intl letention ol content atea material. Rationale lite retention of content (Ilea 111,111,tidl 1,,(I dilficult fast; Inc malty students. The art of contposingand then 1()1,111(1C1111-,.1111(11'1"J 111(1111(.1411111 editing their ownfA 11 hill,11m111 41I(11/1('C4111( ,111111)11111 1111111C411,111411nc IC11'1111(11, 111inlorttidtion.

1 lit, (AAA) students'iot knou.ledge as the basis lot inipt (wedkurilinqand recall ttl information. Thv may be inappropriate forthose student!, khb oil!: possess beginning (it ruclinwntar,! kvriting \Itetnotrte ,,hotegies such its the Ouidetl Listening edure or the Guided Beading Procedure may be more useful. Sample (I:- 12) Objectives

T11),feat-tierSOH

1.use at,tliett of 01411 4111(1kvritten language structuies.

2.listen and respond to obtain iiihreination. 3.listen and tspotufif) 411/1)/1: htfornr41lion 'Wan/to net( situ41tion. 4. recognize. recall. and retell main ideas.details, sequence, and cause-effect telationships.

5.Tvc()16j/v information Illr(Wq11 :t61161111q. and communication. 6.dildull',11.(Ite anunderstanding that. speech and 111111/ 411C 1(1(11", of 7. increase. enrich, uul refine oralmid «idlesCNIMA.,`,1011. Materials Personnel ( 11,111;)),),Ird anti ()vcillvdclprojector. paper and pencil and the teNthook. Steps involves 0 series of specific stet),, spanningseveral of content instruction.

I.'allot til(11ilidgitosts ut pilot contentknotcledge and kvritten exprssion. brainstorm on all ideas they have about the ;1.( )11 the opening(till; (1141 t h111C111 1111i1. 1141' ",f11(1C111`, unit topic'. (;.,g. The Revolutiondry h. Write dolvit everything the students sti,,verbatim on the board or projector. For example.students might provide the folliaving information. Declaration.of Independence Americans (1vorge kVashingtori British freedom taxes Boston Tea Part!: patriots

87 into di) outline 'Mind! kvith tviliwrquiciiiticc. The teacher I ',)Le stud(' Its (111,111j/c Ihis il tit /t 111,11it rl ijw 1,z(\,(dilii(mory records this outline on the hoard orprojector. lot example. the I.Val might he (again/v(1 ns101hRus. WI.. k'OI.1 III( )Nt1,1:1' IVAR

: \.Reasons for the \Vat 1. [axes 2. Boston Tea fait. Participants in the kVar 1.fir iti,l) 2.:\ineticaus (Patiiiits) 3. Geinge kl.'ashington

( Outcomes of the lVar I. Freedom 2. Declaration of Independence guide. Tell students I lak e the students writ(' one or tviiparagraphs using thedisplayet1 outline as a that this Will he their "firstdraft." A chart of reminders for editing purposes couldbe displayed. e. Assign the textrediling on this topic to stmlents. (Flak', of Simultaneously. collect the students'paragr;ipls and rapidly analyze them for the I. structure correct ideas. orgaiii/ation pattern ofdetails and less importantly for effective sentence record this spelling. and correct and effective punctuation.Rather than tvriting MI the Students' dralv;, information (iii a checklist next to eachstorlents. name as in the foll(A.,ing example: CONCEPT ANI) WRITINGCHECKLIST

. PARAGRAPH STRUCTURE CORRECT ANI) IDEAS PATTERN EFFECTIVE CORRECT EFFECTIVE ANI) OF SENTENCE SPELLING PUNCTUATION ORGANIZATION DP:IAILS STRUCTURE.

X JANII S X X

X X JOANN

paragraph and sentency structure as Well as Its thi, example. displayed ad( Joann needs to correct correct spelling, however. heneeds to edit his writing to inyrove punctuation. both paragraph and sentence structure. 2, Procethil"N composite draft on sin overhead projector. Um! anexample or various 1.Display di, illustrative draft or examples that contain erroneous, contentinformation in addition to features tltaf,tlepart from good writing conventions. Using thechecklist as a guide. have studentsontrihae ideas for editing the displayed examples. first 2. Return the student papers and 11/1\'(' the clki)Ittytql (1)(:klist to edit anti polish their ou.T1 of the drafts. including some,content rev;,;iiaishasei; on their text reacting and classroom discussion

3(. olle( t this second drAt and ceinoaleit to thy' initial checklist results. Evaluation quality of students' ideas and written After issilin this pri,,,cedure for aperiod (it time.. a ,,o5itive trend in the provide heip for expression in your nvontent area shoulddevelop. Individual conferences should he used to expre,-.sic n has not sliovo it positive trend.Students may also he paire41 to help One appropriiite. another With theirclralts. Finally, a follov-up qui ,. on the content material is

88 Irtesottrces 16,a(itlicr. J. F.. lican mut N. S. 13althvill. Coci.ient Area RceCling: An Integratefl Approach. 1ndollv I hint. loSI. ;Ind I. kk.'.Bran. 111 citlidc(1 Pinc(Iinc: Cotitnt Teachii 11111)11 /k otnent.- !leading World 19, (197')). 19-27.

89 Herringholte Definition IllyI lett Inglione tel (Viol net:. I:eadenre. &,pisliner, 19{0) is a stilicturtql outlining strategy designed to did stud:int,' in ontaniting keyinformation from text material by asl(ing six basic questions- Who? Why? kklien? Whyte? 1,Vhat? andI low? The outlinefor recording information provided by I letrilmilone gives students the slim titrefor nottitaling and for hiture soidy. Rationale 1%1itity students find 'lie amount of informationcontained in a text selection to be overtvlielming. As a consequence their ;thirty toassimilate this information suffers. By providing students a structureto' assintilote and wood !lie essential inlomiation101111(1 in text material. teachers can go a 1011(1 tvay inaiding students' understanding and recall of information. Sample (5-8) Objectives The learner and sequence. 1.recognise. recall, and retell the main ideas, details Materials' Personnel Mimeograph 8' y" X 1 I" I lerringlione forth, an overhead transparency,textbooks. Steps The use of the Herringbone strategy may be describedusing the following steps. 1. Provide students the following mimeographedform.

Instruct students they will be seeking answers tothe six questions on the lorm as they read and that they will record their answers on the form.Initially. the teacher should display the form on an overhead transparency for all students to viewand then proceed to ''walk" them through the form by using a portion of the text. The teacher should write ininformation on the form as students simultaneously fill in their (Itch form, This "walk-through may involveonly it few paragraphs or chapter subtopics. 2. After students have experienced. the structureof the form and have been sufficiently prepared toread their text 'assignment, they read and recordinformation. The following expanded questions are given to tsitidents as they read to seek information.

1 Who was involved?

2. 'hat did the plirson(s) do? 3. When (lid it occur? I. Where did it occur? 5. Why did it occur? 6 How was it done?. 9

90 From a chapter on the Revolutionary War in a U.S. history text. for instance. studentsare told to read the first main chapter section entitled, "Events Leading Up to the War." The recording of theiranswers to the six key questions involving the Boston Tea Party could result as follows.

Patriots Dumped tea 1773 in harbor\\'

0 . 6 Boston Disguised To protest as Indians taxes

Some subsections of a chapter will yield more than one set of important facts: others may provide only one set. This may be dependent on what the teacher emphasized in tlw lesson to be read. 3. The Herringbone form contains the term "Main Idea" on its midline. After students have completed their reading and recorded the information on the form, they are asked to derive a statement which represents the main idea of the readam. With the history example above. students may be asked. "What one statement can you make that would tell what the authors are saying about the events leading up to the Revolutiimary War?" With many students it would be best to check their forms through a whole class discussion to see if the essential information has been recorded before they are asked to derive a main idea statement. Since textbooks authors often do not provide all the information necessary to answer all six questions, the teacher may find it advisable to use probing questions to get students to infer the missing information that the teacher deems significant on the form. Students may be asked to predict such information. In turn, this should be followed by attempts to search out the information in the textbook or other sources. Research teams may be used to pursue answers to such missing information. Evaluation Depending on the difficulty of the material and the ability level of the students, teachers may need to check students' forms to make surtlithey have recorded all the significant information. Some students will need more reinforcement than others. Students may also be paired to decide the essential information in a text assignment. Short quizzes given to individual or pairs, may also be used to reinforce the important information students should have derived from the text. Options Herringboneis appropriate for those students who lack a method by which to study from a textbook. Herringbone may be used with tipper level K-4 students on a listening level to instill in them a method by which to comprehend and study from their textbooks. Resources Tierney, R. J.. J. E. Readence and K. E. Dishner.Reading Strategies and Practices: A Guide for Improving Instruction.Boston: Allyn & Bacon. 1980.

91 9 High Interest Topics Definition A topic qualifies as high interest when a student or group of students indicates curiosities and orambitions which they would like to satisfy. Examples include science fiction. skateboarding, mystery or fashion. Rationale By incorporating high interest topics into the curriculum. educators can make learning more relevantand interesting. Offering students appealing reading materials that match their achievement levels minimizes the chance of experiencing the same frustrations they may have encountered in prior reading experiences. The use of this type of material enables the teacher to provide students with the guidance they need while fostering an interest in independent and personal reading. Sample(K:12) Objectives The objectives for which high interest topics can be utilized include most of those listed in Essential Skills for Geotgia Schools. These skills are contained in the appendix. Materials Included at the end of this section A'list of 155 Alternative Reading Materials A list of student magazines Ideas for stimulating reading interest Suggested ways to do a "Book Report- A list of resources for nonprint materials Note: Also see preceding section on Classroom Organization especially suggestions for interest inventories. Steps High interest materials can he incorporated into the language arts curriculum in many ways. Students should be allowed to read material on their independent reading levels without constant probing from the teacher. Students may read some books, magazine articles or newspapers clippings independently for a specific purpose such as determining the author's point of view. and then share their findings with.a small group. Other materials can be used to teach a skill such as using a recipe to follow directions. Evaluation One way to determine the effectiveness of attempts to match students with materials is by informally investigating the amount of materials they (-heck out from the library. An informal questionnaire on attitudes and reading habits given at periodically during the year could indicate growth and a change in interest. Resources An annual bibliography of trade books selected by students and published in the United States is available. "Children's Choices for 1980" compiled by the International Reading Association and the Children's Book Council Joint Committee appeared in the October 1980 issue ofReading Teacher.This listing covers grades K-12 and is annotated. Other excellent resources include book reviews in periodicals and several bibliographies. such as the following. Cianciolo. Patricia. ecl.Adventuring with rooks: A Booklist for Pre K - Grade 8,Urbana: National Council of Teachers of English. 1977.

92 Cianciolo.Patricia, ed.Picture Books for Children; l It band: National Council ',;'Teachers of LIicllislt. 1973. Hoot, Shelton, 1r. & NCTE Committee,Adventuring With Books 2,400 Titles for Pre K- Grade

8,N.Y. Citation Press, 1973. Illinois: National Council of Teachers of I.m nisi , 1973. Spache. George.Good Reading for Poor Readers.Champaign: Gomm! Publishing Ciiiipany, 1978. Stanford. Barbara Dodds and karinia Amin.Back Literature for High School Students.lir bana: National Council of Teachers of English. 1978. White, Mariam ed.High-Interest - Easy Reading for Junior and Senior High School Students, Urbana: National Council of Teachers of English. 1979. White, Virginia and Eineuta Schulte:Books about Children's Books: An Annotated Bibliogra- phy.Newark: International Reading Association, 1979. There is a. final note concerning high interest topics and the selection of materials. Often adult perceptions and student perceptions are quite different. This problem is discussed in-depth in the article "The Adultas Critic vs. ttw Child as Reader-. by Neilsen. Peterson and Seal-foss. Caution regarding this discrepancy is recommended. A. Neilsen, R. Peterson, 1.. W. Searfoss. -The Adult and Criticvs. Me Child Reader.- Language Arts, Vol.57. No. 5, May 1980, 530-539.

93 Alternative Reading Materials I. Advertisements: From newspapers, pagazines. and catalogues. Note.,dc'scriptions, dimensions, prices. comparisons. and contrasts. 2. Advertising: On 'billboards. signs. shop windows. truck sides. and 0101) buildings. 3. /ine schedules: Note places, times descriptions, connecting poin6nd alternate routes. 4. Btilletin boards: Head the captions, questions. descriPtions, bookjackets. 5.(_ alendars: Note the illustrations. important dates. anniversaries. happenings. '6. Catalogues: From merchandising houses and mail-order stores. 7. Classified sections: Of magazines, weeklies. and newspapers. Head personals, lost and found, employment ads. 8. Comic strips: Single cartoons, strips. and books. 9. Directions: From models. science experiments, repairs. 10Directories: Telephone. personnel. and special groups. Note names, addresses. variant spellings, etc. I I. Do- it- yourself kits and materials: The descriptions. directions. materials. 12. Driver's- manuals: Rules, laws, signals, requirements. 13. Envelopes: Tin, addresses. postmarks. stamps. 14. Excerpts: From articles, stories, descriptions, essays. 15. Isaiiliar objects.: Note names. manufacturers: dates. patents. contents. 16. Field trip reports:. Tlw summaries. sequences. events. I7. Filmstrips: Head tie captions. labels. directions, explanations as film is turned 18. Gaines: 'Ile boxes, directions. alternative rules, Plays and combinations possible. I9. Greeting cards: All kinds-birthday. Christmas. New Year's. get-well-with their verses and sentiments. 20. Grocery materials: Cans, boxes, cartons, bottles, packages, and labels of all kinds. Use to make a shopping list. 21. Ilandbooks:'Simple guides for making things or doing things. 22.I louse advertiseMents: Note locations. streets, areas. and descriptions. 23. Holiday materials: Posters. descriptions; prices, places, events, participants. 24. Headlines: Use just the bold-faced print of newspapers, magazines, posters. 25. Illustrations: Pictures. graphs, tables. drawings, photographs with captions or descriptions: 26. Indexes: For any common subject or area: from books. compleic volumes. sections. 27. Indicators: All kinds of signalling devices, !wages. thermometers, barometers. 28. Insignias: Make a collection of Clubs, Lodges. Groups. trademarks, military, sports. -----2,9-Invittitions: To-parties. evunts, socials. 30.jacketsfrom books: Use instead of the book for interest, author, title, illustrator. and short restnni;. 3I. Jingles: Familiar rhymes. limericks. and short poetry. 32. Jokebooks: Any bit of humorous annecdote in newspapers, youth publications, magazines or books. 33. Labels: From clothing, food. appliances, or furniture which give information and directions. 34. License plates: Note numeral combinations, letters, states, and dates. 35. Letters: Personal, business. informal correspondence. 36. Library material: The Dewey Decimal System Breakdown card catalogue, reading quick's, indexes, shelving codes.

11 /1 94 -t- :17. Logs: ()1 a trip, vovage, ramp -out. expe(Iition. field nip. _ 38 Lunchroom signs: The foods. prices. daily menu. 3').1.vtics of familial songs: roll:songs, ttesterns, populars, ballads. 10. Magazines: Stones. joke,. ;wetly. advertisements. artichs. news items. pictures, and captions. 11. Mail: Post (hot comesbrochures. adveltisements. anill'"i'liweineritss. notices. schedules. periodicals. 12. Manuals: The guides. instructions. handbooks for any subject or aclivily plus for ordinary usages. 13. Manuscripts: For plays, presentations. books. articles. assemblies. 1-1. Nlaps: Not only in textbooks. but road maps. maps and ( ;hides for navel. trips. foreign places.tours. 15. Menus: !-,chool cafeteria or restaurant. 16. Nlimeoglaphed materials: Covering any subject and any length to providea different nwdia for reading. 17. Movie information: 'Fhb's. actors. plot lines. settings. schedules. theatres ratings. directors. 18. Nlotorckales: Advertisements. (Jesuriptions. stories.

19 Museum brochures: Display information. subjects. people. guilles and locations.eras.. _. 50Nekvspapels: All sections-society, vital statistics. ads. spurts entertainmykt. education.news -fur names, plates. events. people.

51. Neighbot hood billion's. nekvslivek: 1:or announcements. happenings of inlet-est.chedules.?/ honors. 52. Notebooks: Containing notes, outlines. summaries. quotations. data. 5:i, Notices: This could be school notices from teachers. administration. office. ['rioted bulletins from public sources: sales. events i)interest, scheduled happenings. 51.( )bittiaries: ()f famous people (rani newspapers. magazines. 55. Observation reports: All kinds-----classroom. playground. ommuni:y. scientific. medical. behavorial. 56. Occupational information bulletins: Descriptions of jobs, requirements. openings. advantages and limitations:regions and locations. 57. ()(fire materials: iAntimincements. regulations. kearnings. take-home bulletins. 58. ()pinionaires: Survev results from any level or CtIlICilliull, SOei('1V 5'). Original or cre'inik'e u'rit lugs: Individual, group. or class compositions on any theme. topic.or subject and !Hakimg use of any Illt;rii1./ style: poetry. prose. fiction. nonfiction. 60. (-)v44-1-1k-,a(1-projectit-iiis-.-(7)1-stviclerrt-vvork. exanicile`nr ilfustrative pictures, data, graphs, tables,or of teacher-given points of illIC11,til or information. 61. Packages: 1:roni grocery or department store. Note brand names. contents. merchants, guarantees. warnings. and directions. 62. Paintings: Works of artall inetlia---i(vith captions. artists. titles. 63. Painphlek: 1)escriptions. information. instructions. on most any subject andor area of interest. 61. Parlimentary rides and procedures: For HS(' illlass meetings. assemblies, introductions. presentations. 65. Passports: Read data. informal inn. visas. en(Iorsements, places. official names. 66. Passenger Iron' tours. flights. passages. expeditions, trips. 67. Patriotic materials: Pledge of Allegiance. l)eciarat ion of Independence. Gettysburg Addres-A. Pream- ble to Constitution. Bills. link and Regulations. Creeds. Statements. Speeches. 68. Periodicals: l'or all ages and levels--news. leterattire. humor. continued stories. dramatic scripts. 69. Pets materials: Their food. their care. description.

95 101 70. Photographs. albums. reports. illustrations: Using the captions. descriptions, or explanations 'for reading. 71. Picture postcards: Noting the places. details. and descriptive notes as well as personal messages from the sear'. t. 72. Plaques: Inscriptions. memorabilia. dedications. presentations. honor selections, memberships. 73. Plays: Scripts for dramatic participation. role playing. pantomine. radio and TV casting, assemblies, programs. special occasions. 74. Play situations: Activities, games. competitions. recreational events. playground fun. physical education-reading rules. requirements. sequences. 75. Plots: Of books. stories. situations, plays. musicals. 76. Pockets: On books. AV media, check -out equipment and materials which give data. 77. Postage stamp albums: Descriptions. dates, places. people, commemorative data. amounts. 78. Postmarks: On letters. cards. magazines, papers. advertising. 79. Posters: In the classroom, library, hallways, offices, playground-announcing, describing, inviting. campaigning. 80. Predictions: Horoscopes. future happening information, astrological information. 81. Price tags: For compariu. making up shopping lists. work on numerical values. 82. Principal's rulebook: The Do's and, Don'ts of conduct and deportment while at school. 83. Programs: The handouts at assemblies. plays, slows, exhibitions. competit ions.'Read for names and roles. 84. ProofreadDig: Any written material-editing, correcting, evaluating correctness. 85. Puppetry scripts and directions: Booklets or scripts on makingand using puppets, and dialogues or monologues for presentations. ,... 86. Puzzles: Requiring reading of directions for working, or crosswords, codes,jinnbled scripts. 87. Questionnaires: Inquiries, surveys, forms to be filled out, opinions tobe stated. 88. Radio logs: F(r stations. programs. times, dates. 89. Railway schedules: Of regular runs, connections, times, dates. 90. Rebus materials: For getting context clues in reading. 91. Recipes and cookbooks: For measurements, sequence of process, newvocabulary words. Of class meetings, field trips, experiments, projects, activities. 93.92.7Reports: Record album covers: Titles. performers. Itrics. 94. Recreation materials: Posters, announcements. competitions, camps, programs,results, awards. 95. Real estate signs: Advertisements, descriptions, agents, addresses. 96. Riddles-quizzes, puns, and other word games: Fun with words. 97. Sales slips, receipts. contracts: Technical. and facamlmaterials related to merchandising. 98. Scenarios: For TV and radio productions, plays. 99. Schedules: Of school events, community happenings, room activities. 100. Scout (girl and boy) handbooks: For awards, creeds, procedures. 101. Scrapbooks: Of pictures, events, topics,. history, geography,Elamily happenings,community events. 102., Seasonal happenings: Pictures, announcements, representation.. festivals,symbolism. 103. Secretarial reports: Minutes, notes, recommendations, "ions, pollings. 104. Sentiments: For special occasions, anniversaries. presentations, receptions.

96 1 0.) 105. Serials: Either in' periodical or book form. 106. Signs: Road. street. buildings. traffic, room and office, classroom. 107. Skits: For reading or presentation. 108. Slogans: For elections. projects. campaigns.groups, clubs. advertising candidates. 109. Snack bar posters: Signs, menu offerings, prices. orders. 140. Social events: Invitations, announcements. reports. descriptions.calendars. 111. Solutions: To puzzles, games. problems, riddles. 112. Songs: 'The words of familiar melodies often make gooReading. 113. Souvenirs: Rea lia, keepsakes, remetr [trances, curios in displays withdescriptive information. 114. Speeches: Addresses. reports. introductions. presentations. forspecial occasions in school and community.. 115. Sports materials: In newspapers. sports magazines. Sundaysupplements, school newspapers. announcements of events, rallies, games. 116. Stamps: Postage, rubber, seals, signatures. 117. Statistics: Tabular and quantitative information relatingto a specific topic or situation. 118. Syllabuses: Class schedules, curticlum areas, statement outlines. 119. Synopses: Of stories. articles, plays, literature. 120. Task cards: Contracts, individual learning units, job cards for modular schedulingor departmental- ized classes. 121. Tax forms: Revenue reports. 122. TV guides: For program scheduling. descriptions, casts. 123. Telegrams: Succinct. terse language-summaries. 124. Term papers: Original reports. documents. 125. Tests: For all purposes of qualifying: driver's license. performance speed.especially noting directions and regulations. 126. Theater programs and advertisements: Posters, casts,synopses. settings. 127. Theater tickets: Informational data. 128. Thesaurus: Word knowledge, vocabulary expansion, synonyms and relatedterms. 129. Tickets: Traffic citations. admissions or performances, sales slips,sports events, dramas. 1:30. Timetables: For buses, trains, ferries, flights, passages, tours, trips. outings. 131. Trays: trappings. descriptions. directions for assembling and using. 132. Travel brochureI,:: 1-rip descriptions. city and area tour points of interest, places ofinterest, brief summaries of important events and special sites. 133. Touring itineraries: Schedules, places. accommodations, restaurants, inns, hotels,transportation facilities. and guide assistance. 134. Treasure hunt lists: Directions for finding articles. and further instructions insequence. 135. Tricks and magic: Booklets of "How to Do" with descriptive information. 136. Trip-tics: Commercially prepared itineraries for auto travel-AAA schedules. 137. Tubes: Shaving cream, toothpaste, cosmetics, and medicinal: descriptions ofusage, dosage, treatment and guaranteed results. 138. -funning material: Directions for assisting and teaching another. 139. Unique or untisual captions. titles or subjects.

97 `,1 140. Valentines: Humorous, rhymed, sentimental. 141. Vehicle code books: Regulations, signs, signals, laws, responsibilities,obligations and prerequisites. 142. Vending machines: Products, costs, operating instructions andlimitations. 143. Verses: Couplets, limericks, jingles, quatrains, cinquains, haiku,ballads, epics, sonaetsall types of ( poetry. 144. Vignettes: Miniature character sketches, incidents, happenings in narrativeform. 145. Vocational folders: Brochures with job descriptions, qualifications,remuneration, advantages and opportunities. 146. Want-ads: In newspapers and periodicals. 147. Warrantic- ,,antecs, claims and character. 148. Weather rel. ,r,: predictions and changes.. 149. Wedding annocincements,,vitations, reports. 150. Whimsey: Humorous, Irciful narrative. 151. Who's Who listings: For various professions and areas. 152. Wills and testaments: Real or fanciful such as class will. 153. Wrappers: Candy bar, popsicles, sandwiches, gum, nuts orchipsfor contents, amounts, descriptions. 154. "Y" programs and schedules: Sports, classes, camps. 155. Zoo signs: Descriptions of animals and their habitats.

S r

REPRINTED BY PERMISSION: Chambers. Dewey Woods and Lowry. Heath Ward."The Language Arts: A Pragmatic Approach".William C. Brown. Publishers. 1975. Pages 219-225.

98 Magazines Withteacher's editions BASEBAV. DIGEST. monthly. about $7, MS HS BASKETBALL DIGEST. 8 yearly, about $6. E MS BLACK BELT MAGAZINE. monthly, about $10, MS HS BOY'S LIFE. 10 yearly, about $13, MS OAK CRAFT MAGAZINE. monthly, $11, HS CHILD LIFE. 10 yearly. about $9. ages 4-7 CHILDREN'S DIGEST. to yearly, about $9. grades 2-6 CHRISTIAN ATHLETE. 9 yezirly, ab'out $5, HS CRICKET. Mont lily, about $16, E MS EBONY. monthly, about $12, HS EBONY JUNIOR. 10 a year, about $7 E MS BOOK DIGEST. monthly. $12. HS FLYING monthly, $16, HS FOXFIRE. 4 yearly, about $9, MSHS HIGHLIGHTS FOR CHILDREN. 11 yearly, about $14, grades K-5 HOT ROD. monthly, about $11, MS HS JACK AND JILL. 10 a year. about $9, E TENNIS. monthly, about $6. MS OUR FAMILY. 11 yearly, about $6, Catholic families in everyday life; MSHS RANGER RICK'S NATURE MAGAZINE. monthly. p, E SKATEBOARDER MAGAZINE. monthly about $13, MS HS *SCHOLASTIC SCOPE. 24 yearly, twice a month, about $10. MS *SCHOLASTIC VOICE. monthly, about $9. HS SKATING. 8 yearly, about $5, E MS HS TROPICAL-FISH HOBBYISTS. monthly. $8, HS WORKBASKET. monthly. $4, MS HS WORKBENCH. bi-monthly, about $14. HS YOU AND YOUR WORLD. 28 issues a year, about $5. 15 andover with 3-5th reading level TENNIS. monthly, about $10, HS RUNNER. monthly. about $18. MS HS. HORSE LOVER's NATIONAL MAGAZINE, monthly, about $13,upper E DAISY. 7 a year, about $6. E girls *CURRENT MEDIA. monthly, about $3.95, 7-15 *CURRENT HEALTH 1 or 2 monthly, about $3.95. grades 4-7. 7-12 *CURRENT LIFESTUDIES. monthly, about $3.95, grades 7-12 *CURRENT CONSUMER. monthly, about $3.95. grades 7-12 *CAREER WORLD 1 or 2. monthly, about $4.25. grades 4-7, 7-12 *CURRENT ENERGY & ECOIXYGY:-Eiiiifhly.-5Fauti$3.95,-geades-7-12 *WORLD NEWSMAP 1 or 2. weekly, $3.95 reproducible; grades 4-7.7-12

99 05 IDEAS FOR STIMULATING READING INTEREST 1. Book reviews by media specialist, teachers or students. -J. 2. Felt boards 3. Bookmarks. commercially printed or made by students 4. Publishers "blurbs" or advertising note 5. Bookjackets removed from books 6. Bookjackets made by students illustrating books read 7. Story telling 8. Reading aloud whole books or portions of books 9. Booklists on particular topics or for certain events 10. Bulletin boards 11. "Ladder lists" leading from one interest to another or to a more mature subject 12. Mobiles Publicize television and radio programs dealing with books and authors 14. Dramas depicting scenes from stories or books 15. Drawings of book characters 16. Dolls dressed as book characters 17. Signs and posters advertising library media center or books 18. Slides showing scenes and characters from books 19. Filmstrips of books 20. Roller movies made by students about favorite books 21. Peep shows 22. Finger painting 23. Clay modeling of book characters (especially animals) 24. Wire sculpture 25. Wood carving of characters or objects in books 26. Dramatizations including puppets, shadow plays, role playing and pantomine 27. Murals on walls, boards. or paper 28. Illustrated and mimeographed book reports (or reviews) 29. Library corners in home and classroom 30. Store window displays during certain times of year (Book Week and Library Week) 31. Browsing among media center library shelves 32. Follow up television or movies with displays 33. Recordings of stories and books 34. Recordings of music taken from book titles or movies 35. Games. Quizzes, Charades, Riddles, etc. 36: Writing of plays and skits frOm books or stories 37. Scrapbooks on particular subjects 38. Write an autobiography to accompany a student - authored book 39. Chalk talks by students, teachers, or media specialist

100 1 40. Displays of articles made from directions in Do-It-Yourself books 41. Class criticism of books 42. Have students write their own ending to hooks 43. Have students compare incidents found in books to theirown experiences 44. Storytelling with musical accompaniment rding or "live music") 45. Brief Wt.graphics of favorite ,,ta. ors (inch re human interest) 46. Compare..one book with another nt.or treantN. e of subject 47. Pgi2licize award-winning books 48. Publicize movies or television programs taken from books 49. Emphasize book week and Library Week with hy of themany devices 50. Visits to other librarie9bv classes 1. Book clubs and discussions groups 52. Allow students to help with selecting books to be purchased 53. Make "book lines" (pin hook jackets to line between tiro poles with clothespins) 54. Leave books lying casually on desk (curiosity will maketnem ask about it) 55. Round table discussions with view to link talk about booksto classroom work 56. Maps and charts frominstorical hooks 57,- Articles about library media center services for school and localpapers 58. Annotated booklists made by teachers, media specialistsor students 59. Make a historical or fictional "Who's Who" 6Q. Use maps to show geographical backgrounds 61. Displays of objects or art-models. curios. imp ments 62. Encourage children to share with fellow s 'dents books read. 63. Student written letters to friends recommending books 64. Groupevaluation by means of debates, discussion. etc, 65. Displays of polls determining favorite authors and books of stutkits 'R, or teachers 66. Letters to favorite authors (often they will reply) 67. Choral reading 68. Group storytelling-narrator telling story and group providing action andsounds 69, Auction show-"selling" book to group by telling interesting points 70, Bibliographies of favorite books, stories. poems. or selected topics 71, Original illustrations telling the story with a series of pictures 72. A time-line map showing books representing various periods in the historyof a region 73. Use school's sound system to publicize books or library 74. Dress like !rook characters and tell the role the character plays.' in the book 75. For travel books. have students give talk using postcardsfslides.or magazine pictures 76. Have students prepare monologues froM books or stories 77. Book fairs for Book Week or Library Week

Adapted from Eloise Rice, "Techniques an..evices for Reading Guidance in the Elementary School" School Libraries,May 1958.

101 SUGGESTED WAYS TO DO A "BOOK REPORT" The following are suggestions of ways students can report on reading a book.

1.Illustrate the story or part of the story. 2. Dramatize the story. 3. Make models of things read about in the book: airplanes. boats, dolls, 4. Tell flannel board stories. ,5. Read an interesting or exciting incident from the book to the class. 6. Tell about an interesting. exciting or amusing iticident from the book. 7. Tell what has been learned from the book. especially in science or nature study. 8. Discuss the book with the teacher. 9. Write about the characters liked best. 10. Write about the characters disliked. 11. Dramatize the story. taking the part of different charactt s (different hats can be used to distinguish characters). Make a display to correlate with the book such as seaslw!ls. rock's. 13. Show a science experiment. "14. Paint a mural (several may work on this if reading the same book). 15. Make stick puppets. 16.' Make string puppets. 17. Make paper bag puppets. 18. Find out about the author and report to the class. 19. Write a poem about a character or part of the story. '20:- Make a clay model of some character or characters in the book. 21. Make a diorama of an interesting part of the book. .22. Be a super,salesperson and sell the Book to the class. 23.. Make an original book cover to fit the book. 24. Make a large map showing the action of the storsi(use this as you tell about the action). 25. Make a poster to advertise or sell the book to the'class. 26. Make up a crossword puzzle about the story (give a short oral report and let the class, sol,)e ',our puzzle) 27. Illustrate the main characters of the book. 28. Make a panel cartoon illustrating some humorous part of the story. 29. Write a letter to a friend recommending the book. 30. Rewrite the ending of the book to make it suit. your idea of a proper ending. 31. Give a talk using the chalkboard or paper on flannel board about an interesting part of the book. 32. Use recordings. dance or sing, or use backround'music to match the mood of the story. 33. Dance (Ex: Indian dance) or do magic tricks which highlight the, story. 34. Use opaque projector to show a drawhig either from the book or a self-madcne. 35. Make up a code and write the report in coded form (give key for code). 36. Make a folder for book - include your comments about book in.folder.,date read. etc,

102 .3_03 37. Make a collage (3) picture) using seeds, beans. macaroni. shells, grass. brani hes. twigs, fabric-. paper. heads. etc. 38. Make a booklet of interesting facts about an animal. bird. etc. featured in the story. 39. Make a movie (five panel illustration) and use a movie frame to show it. Nonprint Materials Nonprint materials such as films and filmstrips often stimulate student interest. The criteria for selecting materials in the section Classroom Organization is appropriate for nonprint items as well. Reviews of specific materials may he located in several professional journals. Book list. ALA.bimonthly Media andMethods. Media and Methods Institute, morality Instructional Innovator.formerly Av Instruction. AECT. Wilson Library Bullentin.H. W. Wilson Co. The ALAN Review,National Council of Teachers of English The Horn Book.Horn Book. Inc. Kirkus Reviews.Kirkus Service Libraryjournal. Bowker. monthly School Library Journal.Bowker Previews: Nonprint Software and Hardware News and Reviews.Bowker Media Review Digest.Pierian Press, annual Top of the News. Ala.quarterly Media Review.University of Chicago Laboratory School. monthly Elementary English.National Council of Teacher of English English Journal.National Council of Teachers of English Language Arts.National Council of Teachers of English Reading Teacher.International Reading Association -The Journol of Reading.International Reading Association

1 103 Humor .- Definition Humor is the ability to appreciate something that is amusing. Rationale Humor sparks enthusiasm and mav be a W ,Icomed addition to a day full of academic frustration. Humor also helps to build a realistic sell-ouc Sample(K-12) Objectives The learner will 1. experiment with how word order reveals meaning. 2. listen and respond for a variety of purposes. 3. recognize, recall and retell cause-effect relationships. 4. infer literal meaning trom author's use of figurative language. 5. make individual, personal determination of worth, desirability and acceptability of various pieces of literature. Materials Examples of humor clipped from magazines or typed on index cats, gem clips, typewriteer (optional) Steps 1. Put a stack of index cards i-4ad gem clips near a typewriter for student use. 2. Ask students to bring in copies of jokes they hear or read and auach them to of type them on index cards. 3. Divide the class into pairs. Try to match students who are not good friends. 4. Distribute the index cards to the students, at least two per student. 5. One student reads the first part of a joke to the other who in turn tries to guess the punch line. It is bestto start with a set of question-type jokes such as "what is dark and eye-opening in the morning?" Answer: A cup of cold coffee. 6. The other student then reads a joke to the first student. ,7. Repeat the process with each student reading a limerick, pun or light verse type of humor to-the other. 8. A class discussion in middle high school can follow this activity focusing on the types of humor and each one's characteristics. Evaluation Laughter is not only the best medicine, it is a good evaluative tool for this exercise. Some, but not all jokes, could be explained if inferential meaning has not been grasped. Options Have a graffiti board where students can pin or write jokes along with their names. Caution students about the appropriateness of the jokes they add. Resources Ceti, Bennett.Bennett Cerf's The Sound of Laughter.Garden City: Doubleday and Company, 1970. Ceti, Bennett.Bennett Cerf's Treasury of Atrocious Puns.New York: Harper and Row. 1968.

104 1 1 Cerf. Bennett. Out On a limerick. New York: Harper and Brothers Publishers. 1960. Nash. Ogden. Verses From 1929. On Boston: Little. Brown and Company. 1959. Orben. Robert. The Joke-Teller's Handbook or 1,999 Belly Laughs. Garden City: Doubleday and Company. 1966. Reader's Digest Treasury of American Humor. NeW York: American Heritage Press. Schultz. Charles M. Nobody's Perfect, Charlie Brown. Greenwich: Fawcett Crest. 1963. Settling. Barbara. You Can't Eat Peanuts in Church and Other Little-Known Laws. Garden City: Doubleday and Company. 1975. Untermeyer. Louis. ed. Treasury of Great Humor. New York: McGraw-Hill Book Company. 1972.

/ 4 1 105 Interviewing Definition Interviewing is talking with a person in order to obtain information. Rationale Thefollowing are positive effects of interviewing. ----1:.--ehilcirt-n--assume language roles that are too often restricted to adults. 2: Student-S.:become motivated to ask intelligent questions, to write and to read their own writing. 3. Students become active participants in learning, 4. Each student becomes an authority on the subject of the interview, abandoning any image of being a failure or one who does not know anything. 5. Interviewing naturally combines the aspects of listening. speaking, reading and writing. 6. Students discover rules about language that are based on experience and observation. In additio, this process capitalizes on the relevancy of the topic to the student's world (Haley-James & Hobson. 1980). Sample (K-12) Objectives The learner will 1. understand figurative language. idiomatic expressions. colloquial terms and allusions. 2. lean specialized vocabularies. 3.listen and respond to obtain information. 4. receive and evaluate material critically by making judgments about validity, bias, speaker qualifications, fact and opinion. 5. accept and understand other dialects as valid communication. 6. attempt self-expression in writing using individualized spellings. Materials A favorite or familiar object. paper. pencil. resource personnel Steps 1. The teacher displays a favorite or familiar object which might be of interest to students. 2. The teacher tells students they can ask questions to find out about the object and they will receive only the answers to questions asked. 3. Give yes no answers to yes no questions. opinion answers to opinion questions. etc. 4. Discuss the types of questions that elicited the most informative answers. 5. The next day have students bring objects from home. Form triads and let two students interview one. The interviewers take notes. Interview for five minutes. then switch and let another student he interviewed. After everyone has been interviewed. have students review their notes. 6. Each student uses these notes to write a paper about one of the classmates interviewed. 7. Each student holds a conference with the teacher about openings. word choice, endings. etc. 8. The student submits this paper to the teacher. 9. Next, prepare students to interview resource persons. ones connected to a planned unit of study. perhaps in another class. 10. Conduct the research in small groups. and list questions the group can ask. ., .-: 106 11. Arrange for a small group to interview each person. [xi) Lilo to the person that the individual does not have to answer a particular question. 12. Students ask the agreed upon questions and others that deemed appropriate. Notes are taken.. 13. Students write a paper about the interviewee using each other as reviewers. Papers are then submitted. Evaluation The teacher can evaluate student participation in the questioning procedure as well as the written products themselve :It may be valuable to determine a criteria for the written work with the students after Step 12.

. Resources Haley-James. Shirley led). Perspectives on Writing in Grades 1-8 Urbana: NCTE, 1981. Haley-James. Shirley and Chad , a Hobson. "Interviewing: A Means of Encouraging the Drive to .Communicate." Languagerts, May 180. p. 497-502. (Specific information regarding interviewing for first graders is included.) Kirby. Dan and Liner. Tom. nside Out: Strategies For Teaching Writing As A Developmental Process, Hayden Boo s. 1980. Leavitt. Hart Day and Sohn. Rand A. Stop, Look and Write, N.Y.: Bantam Books. Incorporated. 1970. Ruben. B. D. and Budd. B. W., Human Communication Handbook: Simulations and Games, Rochelle Park. N.J.: Hayden. 1975. Tiedt. Iris. Individualizing Writing In the Elementary Classroom. Urbana, Illinois: ERIC, RCS, NCTE. 1975. Weber. Philip (ed.) New Approaches to Writing: An ldeabook For Teachers and Students, N.Y.: Bantam Books. Inc.. 1973. Journal Writing Definition Journal writing is the written transcription of thoughts and ideas in a bound notebook. Topics may be determined individually or assigned. Rationale Journal writing is designed to introduce students to and maintain the habit of writing. Such writing assists in self-awareness and also builds positive self-concept because it demonstratess that the person can compose ideas. Many teachers choose to keep journal writing as a. personal. nongraded experience to be read only at the request of the student. This additional feature builds both trust and confidence.

Sample(K -12) Objectives The learner will 1. demonstrate an understanding that writing is a tool of communication. 2. increase, enrich and refine written expression. 3. to write and compose for a variety of purposes. .. 4. to write and compose in a varietyof ways. Materials Notebook, pencil. stimulus ideas, if necessary Steps 1. A good introduction to journal writing is for students to begin their books by writing about their physical appearance including their age,sex,height,hair, unique features. Personal reactions to such characteristics should be encouraged. 2. Ask students to write in their journal at least five minutes a day in class and whenever else they have time to do so. Primary students may begin by combining pictures and words.' They should be encouraged to try to' write. Donotemphasize the mechanics initially but do encourage expressiOns of thought. Drafts can be checked for mechanics afterwards. 3. Reluctant or insecure students may require several days in which you assign a topic such as "I'm really good at ..." or "My favorite...." 4. Students should be told that you will check the number of assignments and will read all work unless it is labeled perSonal. It is critical that you adhere'tO these_rules. 5. Students may also share their writings ,in small groups. Evaluation The teacher evaluates only the number of assignments. Work that is shared should be evaluated interms of "I like how you said this" or "Tell me more. I'm not sure I understand." etc Peer evaluation should be directed toward positive feedback. Students should be told that the teacher will note consistent errors in mechanics fOr future instruction but willnotmark the journal. Resources Applegate, Maureen.Freeing Children to Write,N.Y.: Harper and Row, 1963. Bernhardt, Bill.Just Writing, Excuses to Improve Your Writing.Urbana: Teachers and Writers Collaborative, 1977. Burrows, Alving Truet.They All Want to Write; Written English in the Elementary School.N.Y.: Holt. Rinehart and Winston, 1964.

108 Carlson, Ruth Kearney. Sparkling Worck; Three Hundred and Fifteen Practical and Creative Writing Ideas. Urbana: NCTE, 1979. Carter, Candy, ed. FOcus on Writing. Urbana, NCTE, 1975. Clopp. Ouida, ed. On Righting Writing. Urbana: NCTE, 1977. Convert, Anita and Gordon Thomas. Communication Games and Simulations. Urbana: ERIC, RCS 1978. Day...Robert and Gail Cohen Weaver, eds. Creative Writing in The Classroom; An Annotated Bibliography of Selected Resources K-12. Urbana: ERIC, RCS, 1978. Events, Eldonna. ed. Explorations in ChildrenS' Writing. Urbana: NCTE, 1970. Gallo, Donald, ed. Confronting Writing Obstacles. Urbana: NCTE, 1977. Gallo, Donald, ed. Teaching Writing; Advice From The Professionals. Urbana: NCTE, 1977. Graves, Donald H. Papers on-Research About Learning, Balance The Basics: Let Them Write. New York: Ford Foundation, 1978. Halley, Jack. Teaching Writing-et K-8. Urbana: NCTE, 1978. Hillocks, Georgia, Observing and Writing. Urbana: ERIC, RCS, 1975. Kirby, Dan and Tom Liner. Inside Out: Strategies for Teaching Writing As a Developmental Process. N.Y.: Hayden Books, 1980: Leavitt, Hart Day and Rand A. Sohn. Stop, Look and Write. N.Y.: Bantam Books, 1970. Maxwell, Rhoda and Stephen Judy. Composing: 1979 Yearbook of the Michigan Council of Teachers of English. Urbana: NCTE, 1979. Ruben, B. D. and RW. Budd. Human Communication Handbook: Simulations and Games. Rochelle Park: Hayden, 1975. Sohn, David, Pictures For Writing. N.Y.: Bantam Books, 1969. Tiedt, Iris. Individualizing Writing in the Elementary Classroom. Urbana: ERIC, RCS, NCTE, 1975. Tovey, Duane R. Writing Centers in the Elementary School. Bloomington: Phi Delta Kappa, 1979. Weber, Philip, ed. New Approaches to Writing: An Ideabook For Teachers and Students. N.Y.: Bantam Books, 1973. Weiss, M. Jerry, ed. From Writers to Students; The Pleasures and Pains of Writing. Newark: IRA, 1979.

109 r. Language Experience Activities Definition Language Experience Activities (LEA) utilize a total ,communication approach to learning integrating listening , speaking, reading and writing. It begins with students thinking and talking about their personal experiences. Students generally dictate these experiences to adult or older students who record them in printed form. This record becomes the basic reading instruction material for the students and their classmates. Rationale The LEA can be used for a beginning reader of any age, from a pre-schooler to an adult illiterate. The student-produced materials are often more interesting to read than many things a publisher could provide since the LEA uses the actual vocabulary and experiences of the reader. The LEA stresses learner involvement rather than passive receptiveness. The student produces personal language material and therefore no one is presenting the student with fixed ideas or vocabulary. -Competition is minimal in LEA because each person is encouraged to speak as fluently as possible, read as much as possible, and listen as well as possible. Vocabulary, word recognition, and spelling skills are acquired as needed through the student's own written materials.

Sample(K-4) Objective The learner will demonstrate an understanding of speech and writing as tools of communication. Materials Paper, pencil, teacher aides if possible Steps

1.Have students write the name of their favorite pet, doll, toy or game... 2. Tell students to write ttvo words that describe the pet, doll, toy or game on the next line. 3. Then have students write three things their pet, doll, toy or game can do on the third line. 4. On line four, students write a sentence about the pet, doll, toy or game. Pet's Name Rex Descriptive Words Brown, White Action Words Runs, Barks, Jumps Sentence Rex is a good dog. 5. Each student can use the words about the chosen pet, doll, toy, or game in the paragraph. This paragraph may be shared with the class. EXAMPLE

My pet's.name is Rex. He is a brown and white shephard. Rex runs, barks and jumps. Rex is a good dog. Evaluation The teacher can note word choice and praise interesting vocabulary.

Sample(5 -8) Objective The learner will use appropriate usage patterns language. 1is t..)

h io Materials Various objects for students to describe Steps 1.Bring various objects to class and place them on a table. (Objects already in the class may also be used.) 2. Allow students to examine the different objects and select two objects about which they individually would like to write a descriptive riddle. 3. Tell students that riddles should contain the following information. Description of the color (or colors) of the objects Description of the size (or sizes) of the objects Description of the texture of the objects Use and function of the objects Any other pertinent information 4, Have students read riddles aloud to other class members. EXAMPLE I come in every color imaginable. I am long and thin and my top gear is rubber made. I am originally smooth but the occasional gnawing of my surface will sometimes cause a roughness. My tip has been on the tongues of thousands and my body in the hands of millions. I have helped to produce things as great as laws and things as small as a grocery list. What amI? Pencil Evaluation Peer interest and reception is a good evaluation. Options Student can compose riddles about famous people, different sports or different school subjects.

Sample(9-12) Objectives The learner will 1. distinguish between informal options and word choice and formal counterparts. 2. demonstrate an acceptance and understanding of other dialects. Materials Recorded conversations on tape and a tape player. Steps 1. Let students listen to two different conversations on tape. The first conversations are to be that of two people conversing in formal or standard English. The second conversation is to be of two people conversing in informal English. 2. Have students discuss the differences in the two conversations along with the type of circumstances under which each might be used. 3. Divide the class into small groups. 4. Have each group create a five minute skit using as many forms of informal English as they can. Then , have them write a translation of the skit in formal English. 5. Permit students to perform their skits in class for other members.

111 II '7 Evaluation teacher should note the facility with which students use formal and informal English according to the demands of the situation. Options' Have students make a "Slang Dictionary"which contains as many old and new slang terms as they can find along with the standard English translations. Encourage them to use only terms appropriate for school propriety., Resources Allen. Roach R. Language Experience in Reading. Chicago: Encyclopedia Britannica Corporation, 1975. Ask land, Linda. "Conducting Individual 1 onguage Experience Stories" Reading Teacher, 27 (1973), 167-170. Bentley. E.. E. Collins. L. Weiner. Language Experience Approach. Atlanta: Metropolitan Coopera- tive Educational Services Agency, 1977. Engel. Rose. Language Motivating Experiences for Young Children. Van Nuys: DFA Publishers, 1970. Hall, Mary Anne. "Linguistically Speaking, Why Language Experience." Reading Teacher, 25, (1972), 328-331. Herrick. Virgil and Marcella Nerboirg. UsingExperience Charts with Children. ColUmbus: Charles E. Merrill, 1964. Stauffer, Russell, The Language-experience Approach to the Teaching of Reading. N.Y.: Harper & Row, 1980. White, David. "Language Experience: Sources of Information," 57, Language Arts, Nov. Dec. 1980, _ pp. 888-889.

112 Machine Assisted Instruction/Programmed Instruction Definitions Teaching machinesare devices which provide individual students with programs of questions and answers. exercises to be performed or problems to be solved, together withan immediate evaluation of each response. If errors are made, the learner has the opportunity ofcorrecting them before proceeding to the next exercise. Each practice session should be supervised by the teacher. Programmed instructionuses materials which present subject matter or skills in small units. Responses are made for each unit. Answers are provided enabling the learner to receive immediate feedback after making each response. Programmed material may be teacher-madeor purchased in the form of complete programs, with or without machinery, separate work sheets, cards,workbooks or textbooks. Rationale Machine assisted instruction and programmed instructionare effective learning devices that stimulate motivation and provide for individualized practice in which the learnercan proceed at an individual, noncompetitive pace. They also free the teacher of repetitious tasks which take littleadvantage of teaching skills. Samples (K-12) Card Devices 1.TheLanguage Masterprovides excellent auditory and visual cues for developing languagearts skills. It uses large cards on which strips of magnetic tape are mounted. Learners lookat the card and attempt to identity the word. They place the card in the machine and listen through earphonesas the recorded voice pronounces the word. The learner's response can also be recorded and playedback. 2.Audiocard ProgramsThe audiocard programs consist of sets of audiocards with picturesor other visual skills on the top portion of the cards with corresponding audiopresentations on a strip of magnetic recording tape at the bottom......

3.Voxcom Card/Cassette Player-Voxcom combines the functions of a regular cassette player anda regular card player to create a card cassette player withpressure adhesive magnetic recording tape. Any type paper as well as photos and plastic can be used. Tape Recorder A tape recorder that records and plays back is a must inevery classroom. The creative teacher can find numerous ways to use a tape recorder for instruction motivation, individualized vocabulary, storytelling, making assignments. Tachistoscopic Machines The use of tachistoscopic machines allows the presentation of visual materials for briefintervals. They emphasize improving concentration and quickness in perceiving words and phrasesand associating them with their meanings. Follow-up work using words in context is essentialto prevent word calling without comprehension. 1. Flash-xis a small, round. hand-held tachistoscope that exposes words. 2.Tach-xuses a tachistoscopic shutter, with a projector and special filmstrips. 3.Contiolled readeris a filmstrip projector with variable speed. Specialor programmed materials are used to project materials one line at a time. 4.Tachomatic 500presents reading materials from special filmstrips at various speedsper minute, a third of a line, a half line or a full line at a time.

113 Programmed Workbooks The majority of programmed workbooks are usually divided into series, each series corresponding to a 4 sequence of specific skills. The exercises or frames present a sentence and or picturecontaining ablank to be filled. The correct response is given immediately on the side of the page or on the next page. The immediate response offers reinforcement if the answer is correct, and provides self-correction if the answer if incorrect. Teacher-made prograitimed material permits the use .of current content to be included in reinforcing previous instruction.It also offers- the opportunity to personalize instruction somewhat by including the names of ckiSsmates and familiar surroundings in the material. Cautions Teaching machines and programmed materials should never be used as the only method of instruction nor should they constitute the total program. In order to maintain balance and ensure that all learning is teacher-directed and teacher-assessed, they should be used as supplementary components of a well balanced program. It is crucial that personal. face-to-face interaction with the teacher remain the most -important part of an instructionalrogram.

Itis necessary to be sure thatetudents actually comprehend the material and are not simply -matching words visually or looking ahealio the answers. Again, teacher-assisted follow-up is recommended. Resources The abundance of material available commercially especially with the 'addition ofComputersin the classroom prohibits even a brief listing of student materials. Some resources for teacher consideration, however, are listed below. Dunn, Rita and Kenneth Dunn. "Designing Programmed Institution Sequences" inTeaching Students through their individual Learning StyleS.Reston: Reston Publishing Co, 1978.

Mason, George and Jay Blanchard.Computer Applications in Reading,Newark: IRA, 1979. 4

114 Musical Activities Definition Musical activities use melody and lyrics to aid students in developing academic skills. Rationale Students who have difficulty with sight wordsor with learning new vocabulary can often be highly motivated to increase their learning by using music. short storiesor short poems on records. The repetition of hearing words used in a meaningful context often witha musical background. can have a positive effect on learning. SampleK-12

The Musical Clore La Objectives The [carnet'will 1. expand the number of words' understood when heard in context. 2. listen and respond for a variety of purposes. 3. recognize and use sight vocabulary in context from varioussources. 4. demonstrate an understanding of and use various aids to develop and expandvocabulary. 5. recognize. recall-and retell the maimidea. details,sequence and cause - effect relation'ships. Materials Record player, records, written copies of words (optional: listeningstation with 6-8 headphones if the teacher wishes to use this activity in small groups) Steps ---

1. The teacher will duplicate a copy of any song lyrics. story scripts. ornarrativepOems with key words left out. These words can be keyed to vocabulary being learned in other lessonsor may be words needed to increase studentS' sight vocabulary. 2. Students will listen to the song or story several times and tryto fill in all the blanks. Options 1. Students can listen to the music without lyrics and either drawor write a poem about how they feel. 2. 'Students can be asked specific questions about details,sequence of events or the main idea. 3. Students: can sing familiar songs with particular attention being paidto pauses, a natural way to learn syllabication of words. 4. Written'copies of word lyrics can be used as a springboard for studentsto role-play parts of the story. 5. Instrumental music can be used by older students as background fora skit or multi-media presentation on a subjec,t.of teen-age interest. Evaluation The teacher can informally observe the student's participation and enthusias;nfor the task as well as measure word knowledge. ResoUrtes Andress. Barbara.Musical Experiences in Early Childhood.New York: Holt, Rinehart, and Wiristpn. 1980.

Athesi. Margaret and Gwen Hotchkiss.A Galaxy of Games for the Music Class.New York: Parker Publihing company. 1975.

$7,1 115 1F. Gieenbefg, Marvin.Your Children N :eel Music: A Guide for Parents and Teachers ofYoung Children.Englewood Cliffs: Prentice-Hall, 1979. Hester, Charlotte.Rock and Read.Carrollton: West Georgia Cooperative Educational Service Agency, 1979. Klink, Howard, "Words and Music,"Language Arts, 53(April 1976), 401403. Mulligan, Mary Ann.Integrating Music with Other Studies.West Nyack: The Center for Applied Research in Education, 1975. Nye, Robert E. and Verniceq. Nye.Music in the Elementary School.Englewood Cliffs: Prentice-I kill, 1970. Nye, Vernice.Music for Young Children.Dubuque: Wm. C. Brown Company Publishers, 1979. Peterson, Sue, ed.Inn'ex to Children's Songs: A Title, First Line, and Subject Index.Bronx: H. W. Wilson, 1979. Note: Be sure to check commercial publishers for biographiesof recording stars with h or without accompanying questions. Magazines with words to popular songsand or sheet music are valuable resources especially in grades 5-12.

11/ Newspapers Definition The major purpose of newspapers is to present the current news to the public, accurately and ineytfieUsively. as soon after the occurrence as possible (Cheyney. 1971). The news can be read for enjoyment, for information, or for assisting in the development of a language arts skill. Rationale

Newspapers contain many sections that are relevant and of high interest to students.Most selections are short. There is much variety from which to choose. Finally.newspapers are viewed as material that is not "babyish" in spite of its relatively low readability level. (Since sections vary considerably in reading level the teacher should carefully match the purpose of the lesson with the available selections.) ..Sample(K-4) Compound Words Objective

The learner will demonstrate an understanding of and use phonetic analysis clues and prinCiplesto identify new words. Materials Newspaper ads. glue and construction paper, adults or student aides. Steps. 1. Mount newspaper ads on construction paper. 2. Divide the class into pairs. Students alternate in identifying words. 3. One student.underlines a word that demonstrates the specific skill being reinforced.such as identifying compound words (e.g."bookcasefor sale."): 4. The student uses the word in an original sentence to ensure correct word meaning. 5. The word and sentence can be written or dictated and later shared with the class. 6. The second s.clent repeats the process with a new word. Evaluation -

The peer can function first as a helper and then as an evaluator. The teacher and aidescan provide immediate feedback as they circulate among the students. Itions 1.Cut out food pictures and classify fruit, vegetables or meat. 2. Use ads for "show andtell." 3. Use newspaper for student to dictate or write a story about the picture. Sample(5-8) Headlines Objective

The learner will demonstrate the ability to adjust manner and style of writing to suit audience andsituation. Materials Newspapers. paper. pencils, chalk, chalk6bard. Steps -3.- 1.Each student brings a newspaper headline to class or selects one from available newspapers. 2. Each student writes an article supporting the headline. 3. Students share articles in small groups. 117 1 2 4. Revisions are made based on peer suggestions. 5. -Articles can be written or typed and displayed with the headlinesthen matched to the original article. Evaluation Peer evaluation is inherent in the activity. The teacher reviewsthe finished article on preestablished criteria such. as style, voice and errors in mechanics. Options 1. Use.a grocery ad to write a menu forlunch. 2. Locate the who, what, when. why, where,and how of E, news story. 3. One student writes a letter to DearSomebody and a peer writes the reply. Sample(9-12) Editorial Cartoons Objective The iearrer will recognize that criticalreading requires reader involvement and interaction withthe material being read. Materials Newspaper editorial cartoons, student teacher criteria. Steps 1. Divide the class into groups of four. 2. Students can select an editorial cartoonfrom the paper. '3. The students can discuss the intent of the cartoonand any implications it might have. 4. Each student in the group then writes aneditorial that supports the opinion expressed. ProVide any needed assistance. 5. Small groups are reformed for suggestionsfor revision. 6. Each student submits a final paper. Evaluation The final product can be evaluated by theteacher based on preestablishe&criteria. Options 1. Write a letter in reply to a jobadvertisement. 2. Write the dialogue for a wordless comicstrip. 3. Create an ad for a tour. Include all necessarydetails. Resources Cheyney, Arnold.Press.Stevensville: Educational Services, 1978. Cheyney, Arnold B.Teaching Reading Through Newspapers.Newark: IRA, 1971. New York: Globe Book Decker. Howard.Newspaper Workshop: Understanding YourNewspaper. Company. Heitzmann, Win. Ray.The Newspaper in the Classroom.Washington, D.C.: National Education .Association. 1979. Marsee, Joy and Judy Long.Newspaper Primary Reading Program.Atlanta. Cox EnterpriseS, 1978. Rhoades, Lynn and George Rhoades.Teaching with Newspapers: The Living Curriculum.Phi Delta Kappa Educational Foundation, 1980. Schaff, Joanne.The Language Arts Idea Book.Pacific Palisades: Goodyear Publishing Company, 1976. Once Upon A Time Definition Once Upon A Time refers to the study of i kgends. fables, fairy tales aod stories of epic herds and heroines. This strategy can also be extended to include accounts of tall tales. finuasy and science fiction. Rationale These accounts seem to stimulate the imagination and foster creative thinking ability in youngsters. The motivational appeal of the stories encourages an interest in literature and provides a vehicle for the teaching of related language skills. . Sample(K-12) Note:. Enjoying and exploring the story should remain of paramount importance. The following sample demonstrates a suggested follow-up for teaching a relatedskill. Objectives f he learner will !. recognize and demonstrate. an understanding that literature has a variety of purposes 2. demonstrate an understanding of word etymologies 3. demonStrat6 that symbols stand for referents. Materials Stories from mythology. magazines, newspapers. poster paper. glue. construction paper, scissors. Steps .1.Have students read or listen to short versions or summaries of stories of Greek and Ronan gods. Discuss the stories as deeply as student interest and maturity warrant. 2. Give each student newspapers, magazines ant! scissors. 3. Have the students clipallthe pictures and words that refer to the Greek and Roman gods such as Mercury car advertisements. Cupid on Valentine's Day cards. Provide a sample list foryounger students. 4. Facilitate a discussion of the relationships of various terms to mythology, i.e. Why woulda car manufacturer name a car Mercury? 5: 'he students staple or glue the symbols or names on construction paper or posterpaper. 6. The - students label and identify each symbol and explain why each was used in present day advertising. 7. Some students might want to make scrapbooks. Evaluation Students display posters or scrapbooks. The projects should be checked foraccuracy. Options The teacher could construct a game board and the students could match the symbol with the reference such as the figure of a cherub with an arrow to the word Cupid. Resources Aquino. John.Fantasy in Literature.Washington: NEA. 1977. Benson,Sally. Stories of the Gods and Heroes.NY: Dial Press. 1940. Donelson. Kenneth (ed.)Adolescent Literature Revisited after Four Yea.s.Urbana: NCTE. 1976. Donelson, Kenneth.(ed.)Science Fiction in the English Class.Urbana: NCTE, 1972.

119 1 r1?" 9 Favat. F. Andre. Child and Tale. Urbana: NCTE. 1977. Graves. Robert (ed.) Larousse Encyclopedia of Mythology. NY: Prometheus Press. 1959. Huck. Charlotte. Children's Literature in the Elementary School. NY: Holt. Rinehart. 1976. Olson. Paul (ed.) The Uses of Myth. Urbana: NCTE. 1966. Smith. Ron. Mythologies of the World: A Guide to Sources. Urbana: NCTE. 1981. Representative Authors Aesop Mother Goose Brothers Grimm Flans Christian Anderson Walt Disney Lewis Carroll Rudyard Kipling Richard Scarry Joel Chandler Harris Charles Perrault (in translation) Louis Unterineyer Brian Wildsmith J. R. R. Tolkien E. B. White Madelein Lloyd Alexander Roald Dahl William Mayne Peter S. Beagle Note: One of the most interesting activities surrounding, the recreation of myths is the fantasy game Dungeons and Dragons. A popular source is Dungeons & Dragons Fantasy AdVenture Game Basic Set, TRS Games. P.O. Box 756. Lake Geneva: Wisconsin 53147.

120 Oral 7tetelpretation D

fryoeal interpretation. Ir .0 reader determines hot' a piece of literature should be read aloud. The reader should be ;.alvisort io select a piece that suits his or her personality. The selectionmay be' prose, poetry or drama. The rea,..r should refrain from acting. Rationale

This strategy provides the repetition that low ahievers need toprogress.Itis particularly good r,inforcement for building sight vocabulary. Students who are poor readerscan have the option to work with one piece of material until they feel .completely comfortable with it and achievesuccess with the written word. Oral interpretation also involves the students in good literature. . Sample(5-12) Objectives The learner will: 1. make choices which indicate an appreciation of the aesthetic qualities of oral and written language. 7 variety.of oral and written language structures by experimenting with word order and learning how it reveals meaning. 3. recognize and use sight vocabulary from context. 4. adjust reading technique and rate according to the difficulty of material andpurpose of reading. 5. use oral language for communicating feelings. Materials/Personnel Materials selected from literature; (relevant to the student's instructional materialsso that they reinforce current study), a tape recorder, and an audience. Steps 1. The student analyzes the meaning of the passage. 2. The student studies the words, checks the'dictionary for exact meaning and reViews themeaning of punctual ion. 3. The nrood or feeling of the selection should be analyzed. The student decides what vocaltone should be used to convey the feeling to the listener. 4. Rate, volume and enunciation should be practiced using a tape recorder. 5. The student should mark the copy as an aid to oral expression, underlining each wordor phrase that is to be stressed. Pauses can be indicated by a vertical line or slash. 6. The student should use good eye contact, correct posture and stance in delivery. Evaluation

The evaluation Will be the immediate feedback of audience reaction and teacher input at the completionof the reading. Options 1. The student can investcgate careers based on oral interpretation such as news reporting. commentary. acting, etc. 2. Choral reading using similar procedures is suitable: for K-4 students. Resources Colter, I. and M. White.Readers Theater Handbook.Glenview: Scott, Foresman, 1973,

121 19"/ko Crowley. Sharon. ed. Speech and Drama in the English Class. Urbana: NCTE, 1978. Duke. Charles. Creative Dramatics and English Teaching. Urbana: NCTE, 1974. Ehrlich. Harriet, ed. Creative Dramatics Handbook. Urbana: NCTE. 1974. Gerbranclt, Gary. An Idea Book for Acting Out and Writing Language K-8. Urbana: NCTE, 1974. Flenry, Mabel Wright, ed. Creative Experiences in Oral Language. Urbana: NCTE. 1967. Klein. Marvin. Talk in the Language Arts Classroom. Urbana: NCTE ERIC RCS, 1977. _Long, Beverly. Lee Hudson, and Phillis Jeffrey. Group Performance of Literature. Englewood Cliffs: Prentice Hall, 1977. Post, Robert, M. "Children's Readers Theater" Language Arts 56 (March, 1979), 262-267. Tredt. Iris, ed. Drama in Your Classroom. Urbana: NCTE, 1974.

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122 Overhead/Opaque Projectors Definition Both overhead and opaque projectors are devices,vuhich project images on a wall or screen. Rationale These projectors are usually available in most schools. Their varied uses provide many alternatives to students in relevant, self-selected projects which stimulate interest. Sample (K-4) A Silhouette Collage: Inside My Head Objectives The learner will 1. demonstrate the understanding that symbols stand for referents 2. recognize relevance of data 3. analyze and interpret pictures, people and events using elaborated language. 4. recognize, recall and retell details 5. recognize information through classifying Materials Overhead projector, butcher paper ::onstruction paper, magazines, glue, scissors. Steps 1. The teacher can use this as an introductory, get-acquainted activity. Each student will sit between the overhead projector and a wall which has been covered with a large piece of butcher paper. The teacher sketches an outline of the student's head in profile. 2. The student cuts out the silhouette and mounts it on a large piece of colored construction paper. 3. The students look through magazines and cut out words or pictures which tell something special about them, their favorite activities, foods, their wishes, what they want to be when they grow up, of what they are most proud, etc. 4. After they have glued their pictures and words on their silhouettes, they can display them on bulletin boards, as mobiles, or on hallways outside classroom. Evaluation 1. Teachers can informally evaluate the success of this activity by asking: Did all the students participate? Were students "involved" in this activity? Did students show interest in each other's project? Did students carefully select pictures and words for their collage to show their individuality? 2. Teachers can help students evaluate their own project, focusing on the process. Peer feedback of the student's collage can be used to judge the effectiveness of visual choices to communicate the student's ideas. Sample (5-8) Roll itl A Story on Butcher Paper Objectives The learner will 1. analyze and interpret pictures, people and events using elaborated language 2. recognize, recall and retell the main idea(s), details, sequence and cause-effect relationships

;..

123 129 3. recognize information and ideas through syl:'hesizing and summarizing 4. write and compose for a variety of purposes 5. write and compose in a variety of ways 6. demonstrate the ability to adjiist manner, andstyie of speaking and writing to suit the audience and situation Materials Opaque projector, white or brown butcher paper about 12-15 inches wide, cut in long rolls; construction paper, glue, scissors, miscellaneous art supplies. sQ Steps 1. This activity may be based on an experience shared by the class ( field nip. a guest With an interesting job, a story read by the teacher, etc.), or it can be based on the student's crehtive imagination for story-telling. 2. In small groups, students are to write a script for their story, paying close attention to logical sequence, interesting dialogue, and clear description. Work with students on revision and editing. 3. Next. they will decide on parts of the story which they can illustrate with pictures (students' art work or cut out pictures) or words. 4. Students mark "frames" on their rolls of butcher paper (approximately 12" wide by 15" high). 5. Students plan the continuous illustration of their story by making a storyboard, including a title and author frame. A description of the illustration will go in the "picture" square and the story line will go in the "audio" portion. (See example in Photography strategy.) 6. Allow time.for students' art work to be completed. A mistake can be cut out from the butcher paper roll and a new frame spliced in its place. 7. When the illustrated roll is completed, both ends should be taped onto sticks, or paper towel cardboard centers in a scroll fasion, so the roll can be handled more easily by two students. 8. The audio portion of the story can be pre-recorded on a cassette tape or the students can read the audio portion as the roll is being pulled through the opaque projector. Allow practice time before the story is presented to the class. 9. The project can be shared with other classes or with parents on parents' night. Evaluation Feedback from classmates when the project is shared can help the students and teacher evaluate the effectiveness of the presentation. The teacher can informally observe the students working in groups and can look for active participation and creative thinking from all the students. The final "story roll" can be evaluated for its effectiveness in illustrating the story. If some students are uninvolved, the teacher can subtly intervene in the grOup process to encourage total involvement. . Sample (9-12) Great Picture Heist: Making Color Lift Transparencies Objectives The learner will 1. recognize the use of propaganda devices 2. distinguish between fact and opinion 3. recognize relevance of data 4. analyze and interpret pictures, people and events using elaborated language 5. understand and use basic components of visual literacy 6. analyze non-verbal symbols of communication used in television programming and visual advertising

124 13o Materials Overhead projector, clay-based magazines for cutting, scissors, construction paper, dry mount press, laminating film, clear or contact paper, soapy water, pan, filing folder frame. Note: Not all attempts will be successful to make a clean color-lift, but the results of several usable color-lifts are worth the efforts; the best results are from clay based paper. Your finger will have a chalky substance if the paper you touch with a moistened finger is clay-based. Steps 1. Discuss various propaganda devices with the class. 2. The teacher should bring in a collection of advertising from newspapers and magazines mounted on construction paper for easy display. S. Ask students to find examples of "fact" and "opinion" from the advertisements after students have had opportunity to read through the ads. 4. The teacher helps students find examples of appeals such as the following, with the displayed advertisements: a. Factual: A no-nonesense business-like appeal. "Our automobile gets 47 MPG." h. Comparison: Comparing one product with another. "Our product has more peanuts than the leading brand." c. Testimonial Famous and not-so-famous people give glowing reports about the product. On a hidden camera Mrs. Swartz of West Covina, California, says, "I tried this sink cleaner for two weeks and it worked wonders." d. Clever production: Dazzles the audience with fanfare or dramatic's. Mrs. Swartz looks on in amazement as a giant green man cleans her sink sparkling clean. , . e. Bargains: Appeals to the bargain hunter' in all of us. "Our prices have never been lower during our 25% off sale."

f.Soft sell: Charms the viewers or uses reverse psychology. A baby sits-on the floor playing with bathroom tissue. A voice says sweetly, "Now that's softness." g.Integrity: Emphasizes honesty and character. "Service is our only product. We're working to keep you happy." h. Popularity: Appeals to our desire to be one of the bunch: Scenes which show thateverybodyhas the product. 5. Arrange students in eight groups. each group selecting one ofthe advertising appeals. 6. Ask students to find 5-10 examples of their advertising appeal in magazines provided for them. 7. The students cut a piece of laminating paper slightly larger than the cut-out magazine advertisement. The students then use the dry mount press to bond the laminating paper to the advertisement. 8. The students place the picture in a bucket or pan of warm soapy water and let it soak 15-30 minutes until the paper backing is ready to rub off with fingers. 9. After the paper is carefully rubbed off, they will have a colin lift transparency which can then be mounted in a filing folder frame. The transparency is ready for projection on the overhead projector. 10. When all groups are ready to present their projects with the overhead *lector, encourage them to ask each other questions and to try to identify the appeals in other ads they remember from other media.

125 131 Evaluation

The students should evaluate their own effectiveness in planning, find materials,making transparencies, and discqssing their project with the class. Classmates should be encouraged to ask questions when project s,are presentedand to share examples they remember from radio and TV which further illustrate a type of "appeal". The teacher can make informal observationsof the group's effectivenessff in functioningand can evaluate peer feedback and interest in projects as theyare shared.The teacher can alsodevelopa test made up of advertisements to match up with "appeal labels" to evaluate students' understanding of the concepts presented. Resources Brown, James, Richard Lewis and Fred Harcieroad.AV Instruction; Tochnici ues Media and Methods.NY: McGraw Hill, 1977. Culclasure, David.Effective Use of Audiovisual Media.Englewood Cliffs: Prentice-Hall, 1969. Erickson. C. and D. Curl. Fundamentals ofTeaching with Audiovisual Technology.NY: Macmilan, 1972.

Morrow. James and Murray Said.Mediaand Kids.Rochelle Park: HaydnBooks, 1977.

126 Photography Definition Photography involves the use and or production of still pictures. 35minor instamatic cameras, film and a visual maker are necessary tools if students are to experiment. Note:The cost of photographic materials can be included in the school budgetor become a P.T.A project. Rationale Projects in photography offer the student an opportunity for communicating, for being creative, for thinking through a logical sequence, and for developing an awareness of visual literacy. Any classwork involving media equipment requires careful instruction and set limitations by the teacher. Photography demands active involvment of the students. Students decide their own subject so the content becomes extremely relevant to student needs. . Sample(K-4) Show Me A Story Objectives The learner will 1. use a variety of oral and written language structures 2. learn ways of expanding basic language structures 3. recognize and use options for word order 4. use generally accepted oral written language forms 5. demonstrate the understanding that symbols stand for referents 6. infer sequence which is not explicitly stated in a selection 7. attempt self-expression in writing using individualized spelling Materials A collection of slides (with a slide-sorting tray for students touse later), or black and white photos, or magazine pictures mounted on construction paper, paper and pencils. Optional: Cassette ..ecorder. Steps 1. The teacher will stir the student's imagination by sharing a collection of interesting slides, photosor magazine pictures. 2. The teacher will ask for quick "feeling" responses to the pictures as they are shown. Appropriate questions might be: a. "What do you think is happening in this picture?" b. "What do you think the person in the picture is feeling?" c. "Have you ever been in a place like this?" d. "What do the colors make you feel in this picture?" e. "Is this a peaceful or angry or lonely picture?" f. "What do :yoU think this person's life is like?"

127 133 3. The teacher wil then focus on 3-5 pre-selected pictures which are "open" for responding and which will go together in some way. Ask students to do sbme"word-shaking" by eliciting and recording on the board all the words you can from them which describe the pictures. 4. Students will then compose their own "story" about the pictures in writing or on a cassette recorder', or have it transcribed by the teaclyr. 5. Display all the stories on a bulletin board, publish them in a class magazine or have students read them aloud in small groups. Evaluation The teacher can informally evaluate students' involvement in the word-shaking activity and encourage students who might feel they have little to contribute. Students can give each other helpful feedback when they show enjoyment of a classmate's story whether it is shared on tape or displayed on a bulletin board. The teacher can also assess sentence structure, usage and punctuation\ Sample (5-8) This Is Our Classroom Objectives The learner will 1. recognize information and ideas through classifying, outlining, summarizing and synthesizing 2. recognize, recall and retell the main ideas, details, sequence and cause-effect" relationships 3. make judgements 4. demonstrate that language functions in a variety of ways 5. use generally accepted oral and written language forms 6. recogniie and use options for word order 7. distinguish four essentials of the communication process (source, message, medium and audience) 8. understand and use basic components of visual literacy Materials Instamatic camera, flashcubes, 126 film for slides, art materials, cassette tape recorder. Steps 1. Ask students,,wtch are their favorite activities at school i.e. their writing groups, art instruction; story time, science experiments, recess, or even lunchtime. Record responses on the bbard or butcher paper. 2. Arrange for students to form small 'groups in which they will work together to plan a visual representation of their own classroom. The groups select an activity from the list on the board. 3. Ask students to come up with a jot list of all the things involved in their activity: 4. Have students sequentially or logically arrange the parts of their activity using storyboard sheets, such as the following. Storyboard 1. Use 1/2 piece of 8 x 11 paper. 2. Duplicate this representation on a ditto master. 3. The students will use a storyboard sheet, for each change in visual frames.

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STORYBOARD: PLAT\'' , !AVON

AUDIO/SOUNDTRACK OR PLANNING NOTES:

PICTURE DESCRIPTION: Visual Aid

5. Next, the students will plan for appropriate phpto shots which will illustratea part of the activity (live action shots, magazine collages. studentsThit work). Students completeany art work, which will be used in the presentation. . , l -6. After discussing and panning for 6-1shots, students should, write out the script (sound track) which will accompany the slides. Enctmm e students to reread and revise their brief scripts forinterest and clarity. - , 7. Once their story board is-,complete with script and a description of each slide. theteacher or randomly selected students wilhake the pictures. 8. Students will p actice and prepare theiraccompanying soundtrack on cassette tape using clear speaking voices 19. After slides are veloped. the group will practice synchronizing the sl des with the recordedscript., 10. The.gfoups will then/... share their slide tapes with the whole class, other classesor parents. Evaluation . I. The.stude,nts can mark an informal self-evaluating checklist to evaluate their group'sprogress. They should be encouraged to evaluate the effectiveness of their own finished project anddisaiss possible ways of improving the total communication.,Students can give each other feedbackon the effectiveness of visual images and language choices. The teacher can informally observe and evaluate the interaction between students in groups, observe involvement. and evaluate the planning state (storyboards). Theteacher can respond as an audience member when the project is presented in class. Sample(9-12) Visual Music 2 \ Objectives The learner will 1. recognize. recall and retell details and sequence 2. make judgments 3. read and follow directions 4. distinguish four essentials of the communication process' (source, message medium andaudience) 5. understand and use basic components of visual literacy Materials Collection of written song lyrics, and records: visual maker. 126 film for slides:any slides from the teacher's personal collection: magazines and illustrated books. (Instruction in using the visual makeris necessary.) -.

129 Steps' . 1. The teacher can best g iterate enthusiasm foK this type of activity bydemonstrating a teacher -made project combining slideand music. After shill-big this with the class, ask for their response in a discussion or free-writing response. Share with tli ii the process you went through to makethe pijjeet. 2. Students who wish to p attiortite Visual Music Project should meet ingum!l groups' and begin by brainstorming for songs which might be appropriate for illustration. They canbrowse through record albums with accomPanying printed lyrics, your collection of lyrics, or magazineswhich feature printed song lyrics. 3. Once a song is chosen, the students areItNreate a storyboard planning for the pictures they wish to take with thd visual maker to illustrate individual lines of music. They will write outthe lyrics, line by line, on the storyboard ",audio peirtion." 4. In the "production notesk,portion of the storyboard. students should write a description of what kind, of picture they wish to take to accompany the lyrics. a Students will search through magazines and books for appropriate pictures which willbe taken using the visual maker. 6. Once all the pictures have been selected and marked, studepts will get theteacher's approval and guidance for operatin,the visual maker s't'and. (Pictures which are too small to fill up the pre-set, 2-frame sizes, should be "masked ofn,with black construction paper.) 7. While students are allowing time for film processing, they are to write out acomplete copy of the lyrics on a cue sheet which is markedwith the slide numbers. 8. When slides are returned, students will arrange slides in a tray, and practice several timeswith the music on tape or record. 9. The project can be shared with the cla'Ss orothersclasses26r with parents. Evaluation The teacher can informally obseive the interaction between groupmembers, looking for tiveinvolveirient in the planning, creating, practicing and presenting stages. Theeffectiveness of the grotip's project in communicating ideas or feelings can be evaluated on a checklist which has areasfor commendation and improvement. Students can evaluate their own progress andparticipation with 'group checklist. Peers can give _feedback after the project is shared with the class. Options If cameras are unavailable, try making photograms (pictures without cameras).Some resources are included below. , Resources Bruandet, Pierre.Photograms.New York: Watson-Guptell Publications, 1973. Chapman,Laura. Approaches to Art in Education.New'York: Harcourt, Brace, Jovanovich, 1978. Cooke, Robert.Designing with Light on Paper and Film.Worchester: Davis Publications, 1969. Guenberg, Pearl.Art and Ideas for Young People.New York: Van Nostrand Reinhold, 1970. Hoffer, Virna.Making Photograms.New YorV Hastings House, 1969. Kay, Alan.Photography in Art Teaching.London: B. T. Batsford, 1978. Linderman, Earl W. and Marlene Linderman.Crafts for the Classroom.Dubuque: Wm. c. Brown Co.. 1969. Nelson, George.How-to ,See.Boston: Little, Brown & Co.. 1977.

136 130 Physical Education Activities Definition Physical education activities can integrate the development of psychomotor skills with language arts skills. Rationale Movement activities are naturally invigorating and, as such, help stu.,.t.nts to release tension and boredom that may accompany academic frustration. . Sample (K-4) Movement Match Objectives The learner will 1. demonstrate the understanding that symbols stand for referents 2. demonstrate knowledge of alphabetic sequence 3. learn specialized vocabulary 4. recognize and use sight vocabulary in context from various sources 5. analyze nonverbal symbols of communicaVon Materials Premade word cards Steps 1. Have several premade cards with words appropriate to a physical education activity clearly printed on them. Distribute the cards, face down to the students. 2. Ask students to turn over their cards. All students who have words beginning with "a" stand. 3. The "a" cards line up in alphabetical order. 4. The first student acts out the meaning of the word on the card, such as "above" witt,out using words. 5. The other students try to match the student's actions with the meaning. The word card is the self-check answer. 6. Continue, in alphabetic order. Evaluation The teacher can notice the interest and enthusiasm of students for each task as well as monitor word recognition, comprehension and alphabetic sequence. Sample (5-8) Question and Answer Match The same procedures as above can be followed with the audience asking,,:eons to which each student responds "yes" or "no". Limit the questions to five. . Sample (9-12) Sports Dictionaries Objectives The learner will 1. recognize, recall and retell the main idea(s), details, sequence and cause-effect relationships 2. recognize ideas through summarizing

131 13 3demonstrate knowledge of alphabetic sequence 4. recognize and use sight vocabulary in context from various sources 5. learn multiple means of words 6. make comparisons using stated information f} serials Short select; -.ins aom sports stories or articles from the school or local newspaper, index cards, pencils. Steps 1. Have a small group of students read several selections on the same sport i.e. volleyball, while other groups read on football, soccer, etc. 2. Have the students within the same group discuss their selection as it relates to the sport itself. 3. Have the students brainstorm a list of terms used in the sport. List each term on an index card. 4. The cards are distributed to the group and each student defines the term orally then in writing using student vocabulary. The word should also be used in a sentence which clarifies its meaning. Peer help is utilized. 5. The cards are then alphabetized. 6. The cards can be bound into a student ,book on "Volleyball" or "Soccer" etc. or typed on cards and illustrated by the students. 7. Books from different groups on different sports can be shared. Variations in terms can be discussed such as "strike" in bowling and in baseball. Evaluation The teacher can assist as needed and note errors as they occur. Peer evaluation is inherent ill the activity. Resources Georgia Department of Education. A Reading Program for the 86's: Physical Education. Atlanta. Ga.; Georgia Department of Education, 1979, (includes word list). Gentile, Lance. Using Sports and Physical Education to Strengthen Reading Skills. Newark: DRA, 1980. Humphrey, James and Dorothy Sullivan. Teaching Slow Learner Through Action Games. Springfield: Charles C. Thomas, 1970. Latchaw, Marjorie. A Pocket Guide to Movement Activities for the Elementary School. Englewood Cliffs: Prentice-Hall, 1970. Weiner, Jack and John Lidstone. Creative Movement for Children. New York: Van Nostrand Reinhold, 1969. Note: Other resources include movement records and, stories on sports heroes. These should be available through the school's media center.

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132 Poetry Definition Minot (1965) states that "composing a true definition of poetry is a task for critics. Leave it to them" (p. 115). His informal description of characteristics, however, includes: 1. the rise of the line as a significant aspect of form 2. the use of rhythm 3. the use of sound devices such as alliteration, rhyme, etc. 4. the use of stanza other divisions in the text 5. the use of compressed material by extending the meaning or suggestion of individual words and phrases (p. 115-117). He states that all characteristics cannot be applied to all verses. The reader is referred to Minot's discussion for more specific information. Some sample poetry forms are presented following this section. Rationale Students often approach the reading or writing of poetry with a negative attitude but once this initial impression is dispelled, students often become avid readers of poetry and prolific poets. Writing poetry capitalizes on personal thoughts, feelings, and perceptions and can be a constructive outlet for the unmotivated student. These activities also promote a positive self-concept and encourage acceptance of others. Objectives The learner will 1. recognize that literature works can take a number of forms 2. write and compose in a variety of ways 3. write and compose for a variety of purposes 4. increase, enrich and refine oral and written expressions Materials Samples of the poetry form to be written, chalkboard chalk or overhead projector, transparency'pen,paper and pencil. Steps 1. Besjit by reading several samples of the form of poetry to be written. 2. Allow for positive and negative comments and reactions to be discussed. 3. Introduce the form to be used on the chalkboard or transparency. Be specific. 4. illustrate the "rules" of the form by applying them to one of the pc,ems read whichwas received favorably. 5. "Wordshake" for ideas by having students call out words while they are listedon the board. 6. Have students, individually or in.pairs, use an idea from the wordshaking and writea poem. 7. Poems can be submitted anonymously until students become more confident and accepting. 8. To provide positive support some of the poems can be displayed on a transparency and favorable comments about word choice or form may be shared. 9. Poems can be assembled in a class book to be shared.

133 139 Evaluation Peer evaluation and teacher evaluation are inherent in step 8. . Some samPle.poctry forms include Haiku: A traditional Japanese poetry form which tells about one specific incident, experience or impression. It is a three-line poetrmith 17 syllables arranged as follows: Line 1-5 syllables. Line 2-7 syllables Line 3-5 syllables Example: A leaf falls bright gold To the forest floor Enriching the scene. Cinquain: A poetry form composed of five lines arranged thus: Line 1Write the word (noun) Line 2-2 adjectives separated by a comma Line 3-3 "ing" words or action words Line 4-4 words (attitude toward topic) Line 5synonym of word in line 1 Example: Mud Slimy, squishy Smearing, swishing, ooshing Making little mudpies Mush Limerick: A limerick has a nonsense or humorous theme. The poem is composed of 5 lines and has a regular rythm and rhyme pattern of aabba. Example: There was a small maiden named Maggie (a) Whose dog was enormous and shaggy (a) The front end of him (b) Looked vicious and griM (b) But the tail end was friendly and waggy. (a) Free Verse: Unrhymed and has no regular meter, but is rhythmical through the use of line length, repetition, and parallel structure. Example: {walk down the garden paths And all the daffodils are blowing I walk down the patterned garden paths With my powdered hair and jeweled fan. I, too, am a rare pattern, As I wonder down the garden paths. Couplet: Composed of four lines rhyming aabb. Example: A sensitive plant in a garden grew, And the young winds fed it with silver dew. And it opened its fan-- like leaves to the'light. And closed them beneath the kisses of night. Shelley.

14 o

134 Acronym: Write your name or another word down the page. Try to find adjectives that describeyou that also begin with each of the letters. Example:..F R estless A ffectionate N ervous C areful I maginative S erious Diamante: A 7 line poem that tells about oposites or contrasts. The lines are arranged by words in a diamond forin. The poem has pleasing rhythm but no regular rhythm or rhyme pattern. The first word in each line is capitalized and the words in each line are separated by commas. Line 1Title (1 word) noun Line 2Adjectives describing the title (2 words) Line 3Action words ending in "ing" or "ed" about the title -(3 words) participles Lirre 4Nouns related to the title (4 words) Line 5Action words ending in, "ing" or "ed" Line 6Adjectives describing an opposite of the title (2 words) Line 7Opposite of the title (1 word) noun Exampl;_-. Young Happy. Lively Living, Wrestling, Walking Work, Machines. Bed. Paper Retiring, Resting. Sleep Sad, weary Old 0Mions "Easy" poetry activities can be initiated prior to form poetry. Such activities could include making word picture posters, collages, mobiles, word chains, alliteration stories and word drawings. Check word play sections of the resource books listed. Also, having a poet in residence should be considered. A good resource (Poets in the Schools) is included. Resources Many magazines such as Read and Scope publish student poetry. Be sure to check the listing of magazines in the High Interest Topics section. Bradley. Buff. Growing from Word Play into Poetry. Palo Alto: Learning Handbook, 1976. Esbensen, Barbara. A Celebration of Sees: Helping Children Write Poetry. Minneapolis: Winston Press, 1978. Galls, Donald, ed. Poetry: Heading, Writing and Analyzing It. Urbana: NCTE, 1979. Glaus, Marlene. From Thoughts to Words. Urbana: NCTE. 1965. 'vie, Michael. Poets in the Schools, A Handbook. Urbana: NCTE, 1976. Koch, Kenneth. Wishes, Lies and Dreams. New York: Random House. 1970.

. Minot, Stephen. Three Genres: The Writing ofFiction, Poetry, and Drama. Englewood Cliffs: Prentice Hall, 1965. Painter, Helen. Poetry and Children. Newark: IRA, 1970. Powell, Brian. Making Poetry. McGill University.

.135 141 ------Shapiro, Jon, ed. Using Literature and Poetry Affective ly. Newark, Del: IRA, 1979. Whitman, Ruth and Harriet Feinberg. Poemmaking: Poets in the Classrooms. Urbana: NCTE, 1975. Be sure to check the media center for nonprint media on poetry.

242.

136 Possible Sentences Definition Possible sentences (Moore & Arthur, 1981) is a combination vocabulary,'prediction strategy. It is designed to acquaint students With new vocabulary they will encounter in their reading.and, additionally, to guide students in their attempts to verify the accuracy of the statements they generate. Furthermore, it arouses curiosity concerning the passage to be read. Rationale Possible sentences is based on student-generated vocabulary and, therefore, capitalizes on relevancy. It helps students to become independent learners in determining meanings and relationships. It also provides needed structure and direct instruction. Possible sentences provides an opportunity to practice their language skills. Using their experiential background. students think of possible associations new vocabulary terms may have and evaluate them. They speak to express those associations and listen to others' thoughts and associations.

Objectives The learner will I. use generally accepted written language forms. 2. recognize and use sight vocabulary in context concerning words specific to content areas. 3. recognize information and ideas through classifying and synthesizing. 4. use a study technique to guide the reading of a text selection. 5. write and compose for th.- purpose or recording information. Materials/Personnel Chalkboard, textbooks., Steps Seven steps comprise the sequence of a possible sentences lesson. 1. The teacher lists the essential vocabulary terms of a text selection on the board and pronounces the words for the students. For example, from a selection on volcanoes, he teacher might list the following terms: lava obsidian magma pumice steam crater basalt steam 2. Students are then asked to pair any words from the, list arid formulate a sentence using the two words that they think might possibly be in the text. 3. The sentence is recorded verbatim on the board and the words from the list in the sentence are underlined. Caution is given that the'sentences be recorded exactly as stated even if the information is not correct. To continue with the volcano ocarriple, students might generate the following sentences: 1.Lavacauses the crater to form. 2.Lavacools to makemagma. 3.Obsidianandpumicecome out of volcanoes. The eliciting of the sentences from the students continues until either a specified period of time elapses or until students can produce no more. It should be mentioned that students may use words already placed in sentences as long as a 'new context is created.

137 143 4. Students are told to read the text selection with the explicit purpose of verifying the accuracy of their possible sentences. 5. A discussion now ensues concerning the evaluation of the sentences. The text may be used as a reference. Sentences are evaluated according to their accuracy, and those that are not accurate are to be refined or omitted. Such a discussion calls forlcareful reading, and judgments of the accuracy of the generated sentences must be defended. 6. As a result of their reading and discussion, students now must refine inaccurate sentences being careful to make sure their refinements are accurate. Continuing with the volcano example,students might do the following with their sentences: Lava causes the crater to form. (Refined to:) A build-up inside the earth's crust causes an explosion eventually forming a volcanic crater. Lava cools to make magma. (Refined to:) Magma from the volcano cools to form igneous rocks. Obsidian and pumice come out of volcanoes. (Accept as accurate.) 7. After the evaluation and modification of the original sentences are accomplished, the teacher asks for new sentences: New sentences are generated with the intent ofextending the students' understanding of the text concepts. As these sentences are dictated and recorded, they should be checked with the text for accuracy. The final acceptable sentences are then recorded by the students in theirnotebooks. Evaluation The teacher can have students organize the generated sentences into a few paragraphs summarizing their learning experience. Addit;nually, teachers can assess the degree of prior knowledge the students possess on a particular topic. and see how well students are able tomodify that knowledge upon reading the text. Options Possible sentences may be used with students at all levels: K-4, 5-8, and 9-12. However, it is cautioned that students must be able to read a text selection to perform possible sentences as described. Wit K-4 students or less able readers at the other grade levels, the teacher maychoose to adapt possible sent' nces by doing it On the listening level: i.e., the teacher reads the selection to the students instead of havi g themuread it themselves. Resources Moore. D. W. and S. V. Arthur. "Possible Sentences." In Dishner, E. K., T. W. Beam, & J. E. Readence. Reading in Content Areas: Improving Classroom Instruction.Dubuque: Kendall/Hunt, 1981.

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138 Publishing Definition Publishing involves making an author's work available in print to an audience. Rationale- Publishing provides the framework for utilizing each student's language to the fullest extent. It provides a unique opportunity to display students' own language inia way that it can be recognized as having some authenticity and value. Publishing often sets the stag for the mastery of skills in personal language development and usage. Through publishing, students see themselves as creators and producers of language and as authors. Published books often spark the beginning of a home library for many low achieving students and foster self-esteem as students are able to share ideas and siee their publications being enjoyed by others. Suggestions (K-12) Class Books and Blank Books Class books should include the works of all indiv duals. Blank books consist of stapled blank paper and may take on many shapes and forms. They are u ed primarily for one student-to compose original stories. Newspapers and Magazines / Students and teachers will decide on the format to be used in the production of these two items. Students may want to decide on the number of pages they want to produce, what kinds of items or topics (e.g., comic strips, weather reports, news reports, crossword puzzles, and human interest stories) they want to write. Some decision about the layout that students will use for both the newspaper and the magazine will need to be made. Assigned specific tasks and a deadline for the completion of the articles should also be decided upon by the group. Hardcover books can also be produced within the classroom. This process is generally facilitated by volunteer personnel. The type of books published are only limited to one's imagination. Some of the examples of the different types of books are as follows: 1. Alphabet Books 6. Picture Books 2. Poetry Books 7. Cookbooks 3. Shape Books 8. Word Books 4. Class or Group Books 9. Diaries 5. Individually Authored Books 10. Anthologies Some topics of interest for students include: (K-4) 1. My Family 13. What I Did Today 2. My Pet 14. Just For Laughs I... 3. My Best Friend 15. Riddles 4. When It Rains I.... 16. The Circus 5. When I Come To School 17.I Wish I Had.... 6. Vacations 18.I Wish I Could Be 7. Boy Scouts 19.I Am Thankful For.. 8. Girl Scouts 20. Be My Valentine 9. Brownies 21. The Halloween Pumpkin 10.I Feel Happy When. ... 22. Wishes For Christmas 11.I Feel Sad When.. .. 23. Christmas Cards 12. My Best Friend Is.... 24. Mother's Day Card's 25.I Was So Scared When... . ,145 (5-8)

1.Football 13. Skating 2:Camping 14.If I Had A Million Dollars

3.Fishing 15. My Favorite Foods Are.... 4.Hunting 16. Double Talk

5.My Parents Make Me Angry When... . 17. My Position On The.... 6. Makes Me Angry When. . 18. The Computer 7.Hobbies 19. Last Night The Coach... .

8.My Favorite TV Show 20. From The Window I Saw. . 9.My Favorite Actor'Actress 21. My Friends Think.... 10.Diaries 22.I Would Go to For Advice 11.I Want To Be. . .. Because... .

12.My Favorite Rock/Soul Group is. 23. When I Interviewed the Principal.. 24.I Live In A Fascinating ,City 25. Stranded (9-12) 1. Albums Of The Week 14. Getting a Driver's License 2. Fashions 15. Going Steady 3. Dating 16. Last Night The Headlines Read 4. Driving 17. Commercials 5. Good Grooming 18. My Heritage 6. Long Ago 19. Cults 7. Dancing 20. Effects of Narcotics 8. Sun Glasses 21. Money 9. When People Get Angry 22,,The Draft 10.It Was A Close Call 23. Autobiographies. 11. The Day Was Like Any Other Day 24. Poems Except For. . 25. Money Making Careers 12. Cars 13. People in Sports

How To Make Hard-Back Books 1. Take two (2) pieces of cardboard which are the same size and lay them side by side leaving about 1/2" space between them.

146 140 2. Take 4 or 5 pieces of masking tape and run them horizontally across starting at top and bottom and 3 across the center.

3. Next take 2 long pieces of masking tape and run them vertically between the two pieces of cardboard on the front and back.

4. Now take material (wall paper, contact paper, wrapping paper or whatever you would like for a covering) and cut it to cover the entire cover leaving an extra inch all around.

5 141 147 5. Fold the material down and paste it all around.

6. To give the inside a neat finished look, cut a piece of colored paper for the front and back inside covers about 1/4smaller than the cover and paste it down.

/ .." \

7. To put leaves in the bookcover you can use larger sheets and fold them in half and stitch them in or use brads or pipe cleaners or staple the pages all together putting the cover and title pagesin. Then take-2 sheets of paper which are the length of the book and 4 inches wide and fold them in half. \

P. r

142 148 8. Take one and paste one half on the front coverand the other on the pages which are stapled together.

9. Now do the same thing with the other pieces at the back of the book and the leaves will be securely fastened.

10. Children can decorate and put the title on it at a later time. ca Adapted by Mrs. Almut Jackson from: From Cover to Cover, Publishing in Your Classroom. Chicago: Encyclopedia Britannica Corpotion. 1970. Resources Beach, Richard.Writing About Ourselves and Others.Urbana: ERIC/RCS/NCTE, 1977. . Copeland, Kathlefn. "Share Your Students: Where and How to Publish Children's Work."57, Language Arts,September 1980, pp. 635-638. Kinnick, B. Jo.The School Literary Magazine.Urbana: NCTE, 1966. Purdy, S.Books for You to Make.N.Y.: Lippincott, 1973. Weiss, H.How to Make Your Own Books.N.Y.: Thomas Y. Crowell, 1974. Reading To Sttudents Definition Bond and Wagner (1966, p. 301.) say, "Whatever the grade level, a day should not pass without the teacher reading aloud.to a child, a group, or the entire class." Every teacher should inaI4 it a regular practice to read fascinating stories, riddles, poems, and poetry to stimulate interest. Stories prerecorded byit he teacher on tape can altrb6nsed with individuals or groups. Preferably, the audience should just listen, but at times, the audience may follow along in the book while listening. Rationale The reading of short stories, poems, riddles, and other materials by .the teacher is an effective means of building background and concepts. Reading aloud also improves the students' listening comprehension, stimulates their interest in reading, and proVides them a' model of an adult who enjoys reading. It also places oral reading in proper perspective, that is,' reading to an audience for a particular purpose. Sample (K-4) Reading to students for their pleasure is the first p. iority. At times, reading to students may be combined with an assignment. Objectives The learner will 1. listen and respond for a variety of purposes. 2. infer sequence when not specifically stated by the speaker. 3. show an interest in hearing materials read. 4. attempt self-expression in writing using individualized spelling. 5. recognize and demonstrate that individual reactions to and perceptions of literature are affected by many factors. Materials/Personnel Papeiand pencil, adults or older students to assist in dictating an interesting story. Steps 1. The teacher will read "'just enor.ie ." of an intere!...,,c,' rt story to arouse the interest and curiosity of the learners. 2.. The learners will complete the story by dictating o sentences or short paragraphs or by drawing the ending. 3. Several or all the students will read orally their ending of the story to the class or discuss the drawing. Help students to label their drawings if necessary. 4. Students can make a book attaching all the possible endings with appropriate illustrations. Evaluation All sensible endings should be accepted. Options 1. The teacher or a "good reader" can complete the reading of the story from the original source. 2. Compare orally the endings from the original source with those of the learners. . Sample(5-8) Role Playing 150

144, Objectives, The learner will

1.listen and respond for a variety of purposes 2. show an interest in hearing materials read 3. make individual, personal determination of worth, desireability and acceptability of various pieces of literature 4. use generally accepted oral language forms 5. adjust listening strategies according to the purpose 6. use oral language in a variety of ways 7. demonstrate the ability to adjust manner and style of speaking to suit audier situation Materials Books, tape recorder or adult reader, costumes (optional), music (optional), sount....;7(2t-.9 (optional,) Steps 1. Learners select books or stories, portions of which can be taped or read aloud. 2. Learners gather all the necessary information needed about a character, such as age, sex, birthplace, hobbies, occupations, etc. 3. Learners take turns demonstrating or "acting out" characteristics of their character. Evaluation The teacher can compare the accuracy of the students' presentations to the original material. Peers as well as the student want to read the original material independently. Options 1. A question and answer period can follow. 2. Students can draw and paint pictures to demonstrate characters. Sample (9-12) Fact vs. Opicpion Objectives The learner will 1. distinguish between facts and opini-ms 2. adjust listening strategies 3. receive and evaluate material critically 4. recognize, recall and relate main ideas, details, sequence, cause-effect relationships Materials tr Reading materials, index cards, or manila tag board, tape recorder or an adult reader. Steps 1. The teacher can prerecord or read a selection from a short play, an autobiography of a sports hero to the learners. 2. Prepare cards with statements that are facts and-statements that are opinions about the material. 3. The learners will read the statements,and, determine whether each statement is a fact c- an opinion. 4. The learner will "defend" the answer based on statements from-the selection. 151 145 Evaluation Self-check answers could be on the back of cards or answers could be discussed in small groups. Options Investigate storytelling as an alternative to reading aloud. Resources Check the resource list that accompanies High Interest Topics. Adair, Margaret Wee )olt-In -ADay Puppets for Beginners. N.Y.: John Day, 1964. Bauer, Caroline. Handbook for Storytellers. Chicago: America Library Association, 1977. Champlin, Connie. Puppetry and Creative Dramatics. Austin: Nancy Renfro Studios, 1980. Cullihan, Bernice and Carolyn Carmichael, eds. Literature and Young Children. Urbana: NCTE, 1977, Evertts, Eldonna and Antionette Wiggins. Storytelling, Oral Reading and the Listening Process, Urbana: NCTE, 1974 (Cassette). Graves, Michael, Rebecca Palmer, and David Furniss. Structuring Reading Activities f-or English Classes. NCTE, 1976. Johnson, Ferne, ed. Start Early for an Early Start. Urbana: NCTE, 1976. Martin, Sue Ann. "Techniques for the Creative Reading and Telling of Stories to Children." Elementary English. 45 (May 1968), 611-618. Mancy. Puppetry and the Art of Story Creation. Austin: Nancy Renfro Studios, 1979. Rhodes, Lynn. "! Can Read: Predictable Books as Resources for Reading and Writing Instruction." Reading Teacher. Feb. 1981, pp. 511-517. Somers, Albert and Janet Worthington. Response Guides for Teaching Children's Books. Urbana: NCTE, 1979. Tiedt, Iris M., Books with Children, Atlanta: Houghton Mifflin Company, 1979.

146 Role Playing Definition Role playing consists of acting out a situation without a script for the purpose,of-*erpretation by an audience. Students role-play situations selected from any written material appropriate;o the grade level in order to tie the activity to reading and other language arts skills. The instructions to the studentinclude the use of any gestures, facial expressions, etc. Verbal clues may or may not be used to act out a scene or action from a story previously read or heard. When verbal cluesare excluded, role playing becomes mime. Rationale Students who are low achievers require concrete examples to reinforce learning. Rel. playingallows the student to internalize concepts and demonstrate understandings. Students whoare asked to respond to the roles being played are afforded supervised oral language development, which is anotherconcrete form of practice with language skills. In addition, students can be easily introduced to the impact of non-verbal clues through role playing. Sample(K-12) Objectives The learner will

1. recognize. retell and recall the main idea, detail and sequence by role playinga scene or event from a story previously heard or read. 2. use appropriate language patterns in oral language. 3. analyze non-verbal symbols of communication. Materials A story from a book or magazine appropriate to the student's reading and interest level, cardsor small sheets of paper and pencils. Steps 1. The teacher will read a story to students or have students read one silently. 2. The teacher gives oral directions to the student: "act out the part in the story whenwithoutsaying anything." Further directions might need to be given to specific students. The teachercan prepare stimulus cards for older students which read: Role play the scenewithout words. Options (K-4)

1.Identify the action from the story you have just heard read that is being role played. 2. The other students will listen while each student makes a statementor reads from the prepared sentence which has been written. 3. The role player will respond to the correctness of the response and the teacher and students willreact to the sentence. 4. Write your response to the role being played in a complete sentence. Options (5-8) 1. Role play the expected outcome of a story before it has been completed. 2. Role play a different or surprise ending to a familiar work of literature. 3. Role play events leading up to a familiar literary work. 4. _Role play emotions relative to literature.

147 153 5. Role play the author as the student perceives the task of writing a particular piece of literature. 6. Role play a situation relative to the reaction of some member of the author's family regarding the work. Options (9-12) 1. Role play involving as many characters as the work being studied contains. 2. Role play the audience reaction to a static production. 3. Role play a news reporter who has the responsibility of being a critic. Evaluation Noting oral language patterns and non-verbal communication should accompany the accurate representation of information as the focus of evaluation. Written responses can be shared with peers in small groups or evaluated by the teacher. Resources Crowley. Sharon. Speech and Drama in English Class. Urbana: NCTE, 1978. Duke, Charles. Creative Dramatic and English Teaching. Urbana: NICE, 1974, Ehrlich, Harriett. Creative Dramatics Handbook. Urbana: NCTE, 1974. Henry. Mabel Wright. Creative Experiences in Oral! Language Urbana: NCTE, 1967. Kelly, Elizabeth. Dramatics in ..:oom: Making Lessons Come Alive. Bloomington: Phi Delta Kappa Education:J Four-hr Thompson. John F. Using Role Playing iu the Classroom. Bloomington: Phi Delta Kappa Educational Foundation. 1978. Tiedt, Iris. Drama in Your Classroom. Urbana: NCTE, 1974.

148 Sentence-combining Definition Sentence-combining (SC) is a structured technique for presenting students smaller sentence parts and suggested cues for combining them into a larger, more mature sentence structure. SC is the reverse of parsing. It does not require students to label grammatical structures but rather : produce them. Rationale Over twenty years of .research (Morenberg, 1979) documents that SC has a significant and positive effect upon the maturity of sentences that students subsequently u..,2 in their iT,un free writing. Research has further established that SC practice positively affects teachers' judgemer.:of students' quality of writing (Combs 1976), increases scores of various reading measures (Morenberg, 1979) and standardized listening tests (Straw, 1977). Teachers employing extensive SC practice report increases in students' understanding and use of punctuation, vocabulary and capitalization. The writing of younger students and older remedial students show the greatest gains as a result of SC practice. More importantly., however, is the students' positive attitude toward writing in general end an increase in their confidence in using, language that often emerges from SC practice. Students generally find SC problems intriguing; they are challenged by the "puzzle" inherent in each problem, yet guided by the simplicity of the cueing system. SC practice readily fits into short time segments and is easily adapted to group, individual, or learning center work. SC practice is effectively 'Presented in a systematic and extended fashion, e.g. twice weekly throughout the school year. This provides needed repetition and opportunity for internalizing the concepts presented.

Sample(1<-8) Objectives The learner will 1. make choices which indicate an appreciation of the aesthetic qualities of oral and written languas 2. ,use a variety or oral and written language structures. a. learn ways of expanding basic language structures. b. experiment with and learn how word order reveals meaning c. recognize the options for wold order. 3. use appropriate usage patterns in oral and wriL,m language. 4. use generally accepted oral and written language forms. , 5. expand the number of words understood wIwn !.P.ard in context, i.e. learn multiple and specific meanings of words, their denotations and connotatk,r,s. 6. speak clearly and write legibly, i.e. use language understandable to others. 7. increase, enrich and refine oral and written expression,i.e., eliminate unnecessarywordsanduse standard language patterns. 8. write and compose in a variety of ways, i.e. organize paragraphs in a variety of ways. Materials/Personnel paper pencil, chalk chalkboard, overhead hansparencies and projector, sample texts with suitable exercises. Steps 1. Present in writing the sentences to be combined from the students own speed or from an exercise sheet. 2. Ask a student to repeat the sentences after hearing thein'aloud or reading them. Combine the sentences by inserting a word or phrase from one sentence into another. Example: I like the ball. The ball is red. I like the red ball.

149 155 3. Provide as much oral practice as needed and accompany it by the written form. 4. Provide several written problems of sentences to be combined in the same manner as the models. 5. Students can work individually, in pairs or in small groups to complete the task. Evaluation Evaluation of the oral and written work can be performed in small group settings. Options

(1{=11) 1. Change sentence types e.g. from a statement to a question/ He came home. Why did hecome home? 2. Use a compound sentence structure e.g. John has a dog. Mary has a cat. John has a'-clog but Mary has a cat. Options (5-8) 1. Use more mature vocabulary. e.g. The class was boisterous. The teacher was annoyed. The teacher was annoyed at the boisterious class. 2. Add adjective clauses, infinitives etc. e.g. The girl is pretty. The girl lives next door. The girl who lives next door is pretty. . Sample (9-12) Objectives High school students need more freedom in completing SC problems. In addition to the K-8 listing, an important 9-12 objective is to hive students choose among various possible structures. Materials Written sentences, pencils. Steps 1. Present students with as many as forty simple sentences separated into groups of 2-8 sentences without cues. Allow students to share their choices and agree upon a group version of resulting paragraph (Strong. 1973). a. A dilemma is a problem. b. The problem has two solutions. c. Both solutions are bad. A dilemma is a problem with two solutions and both solutions are bad. -OR- A dilemma is a problem with two equally bad solutions. (Strong, 1973). 2. Present this problem: a. Mary bought a new suit. b. The suit was tailor-made. c. Mary gained tw6tity-five pounds. d. Mary could never wear the suit. Combine the sentences into one tr j;tictremphasizes that Mary could never wear the suit.

150 Evaluation Assess students' nrogress in choral readings of SC problems or reviewtests of SC problems. You may also assess stud' ability by asking them to rewrite a paragraph of short simplesentences. Examiniirj l'iee writing for evidence of more complexsentence structure should be encouraged. Careful obsqKvation of a T-unit analysis of students' writing (Hunt, 1965) is valuablehere. Resources Combs, Warren E. "Further effects of Sentence-combining Practiceon Writing." Research in the Teaching of English, Vol. 10. No. 1, 1976. Combs, Warren E. and Kathy C. Wilhelmsen. Sentence-Building; TeachingGrammatical Pat- terns Inductively. Athens: WACE, 1979, (Five volumes. Elementary and Middle Grades) Horst, William H. and Debbie A. Rosenberger. Sentence-combining. McDougalLad! & Company, 1981. (Middle School) Hunt, Kellogg W. Grammatical Structures Written at Three Grade Levels. Urbana:NCTE, 1965. Mellon, John C., Transformational Sentence Combining: NCTE ResearchReport No. 10. Urbana: National Council of Teachers of English, 1969. O'Hare. Frank. Sentence-Craft, New York: Ginn & Company, 1975. (High School) Rippon. Michelle and Walter E. Meyers. Combining Sentences. New York: HarCOurt,Brace, Jovanovich, 1978. (High School) Shuster. Edgar. Sentence Mastery. New York: McGraw-Hill, 1980. (MiddleSchool) Strong, William. Sentence-Combining: A Composing Process. New York:Random House, 1973.

57 Study Guide Definition A study guide (Earle, 1969; Herber, 1978) is an instructional strategydesigned to guide students through a reading assignment in a textbook. Often, study guides are nothing more than a seriesof textually explicit questions by a teacher to test students' comprehension.However, a "good" study guide contains the necessary ingredients to extend students'thinking beyond the mere parroting of factual information. Itasks students to react to text ideas at multiple levels of understanding. Rationale A study guide provides the needed structure that low achievers requirefor success. It helps students not only to understand what has been read but to.deal with the commonorganizational structures of tests such as cause/effect, comparison 'contrast, sequenceand listing. Study guides can encourage students to become active participants rather than observers in the learning process.Additionally, they key students into the major ideas present in the reading assignment and give them an opportunityto explore ideas. Their judicious use can provide the atmosphere necessary to develop students'independence in reading and thinking. . Sample(5-8) Objectives The learner will 1. recognize, recall and retell the main ideas, details, sequence,and cause-effect relationships. 2. draw conclusions from facts given. 3. infer that which is not explicitly stated in a selection. 4. recognize information and ideas through classifying and synthesizing. 5. use a study technique to guide the reading of text material. Materials/Personnel The guide in the form of a handout, students' textbooks. Steps The study guide will be discussed utilizingthe following three steps:development, construction, and use. 1. Teachers must analyze the text assignment for boththe content to be emphasized and the skills necessary to acquire it. Through analyzing the content,portions of the text fitting your objectives will be emphasized while other portions can be deleted leaving students to focus their attention onimportant information. Additionally, analyzing the content will tell what levels of comprehensionand patterns of organization to emjchasize in the construction of the study guide. For example, in a science unit on foods the ',Pacher might decide that the conceptsof, fats, carbohydrates, proteins, vitamins, and minerals are important for students to master.To do so, students must utilize all three levels of comprehension and must be able toutilize the comparison and contrast pattern organization to understand fully the material. Finally, before constructing the guide, the teacher must consider the students'abilities and the difficulty level of the material. This assistance takes the form ofproviding an information index to help students locate the desired material. This assistance takes the form of providing the pagenumber and possibly even paragraph or line numbers on the page as well. 2. Study guides have no standard form, but the teacher mustbe cautious to make the guide interesting enough to motivate the students and to avoid overcrowding so as not to overwhelmthe students. The guide may be constructed for only a single level ofcomprehension or for differential let els. Additionally, it may be constructed for only a particular organizational pattern. Varying the structureof the guide will depend on the analysis of the reading assignment and should beconsidered to provide variety in their

152 5S usage. Adding a lot of humor, either in the question or by an addition at the end of the guide helps to relieve pressure about studying. Below is a mini-example of questions at three levels of comprehension with the foodsunit pv,...viously mentioned. (Literal) What is changed into simple sugars by the digestive process? (p. 131par. 2) (Interpretive) What function do various minerals have with regard to people's daily menu?(p. 135) (Applied) What wouldhappen ifproteins were not in your daily diet and you were severely injured? It should be noted that the name of the appropriate level of comprehension wouldnot be provided the students on their: guide:',it has been provided for you, the reader. It should also benoted that an information index'of page and paragraph has been provided hyquest ionone and only page assistance in question two. Such assistance has been provided to key students into essential information. A guide may also be constructed for the comparison and contrast organizationalpattern, if desired, in lieu of the levels of comprehension guide. This can be done by constructinga guide which requires the students to match the type of essential nutrient (e.g. FatS) with the type of food which contains it (e.g.Butter vs. Peanuts). Additionally, 'students. can also be required to match the nutrient witha statement which describes its function (e.g. Helps in moving water in or out of the tissuesvs. Essential for building body muscles). 3. Study guides should be used only in the context ofa well- planned lesson, otherwise, it may become only a meaningless ditto. Students should be prepared to read the assigninent through developing conceptual background and purpose. A follow-up discussion shouldensue after students complete thi; guide. The teacher .may decide to "walk" students through a part of the guide initiallyso they will become acquainted with its structure and will be better able to use it. Groups of studentsmay also cooperatively work on a guide to provide for an active learning situation and collaborative decision-making.Finally, as students become proficient in theuse ofthe study guide and begin to transfer their learningto other 'situations, the varying structure included initially, and eventually the guideitself,may be progressively withdrawn. This is done to encourage students to become. independent in their.reading. Evaluation

Teachers can check the effectiveness of a study guide through the ease with which theyuse it as well as by the results of a quiz or a discussion on the subject matter.

Note:The study guide is used in conjunction with content area subjects and, therefore, is probably inappropriate for the lower grades. Students in. grades 5-8 and 9-12 will benefit from its use particularly ifthe material is difficult or if guidance is necessary to help them read the material. Resources Dishner,E. K. and J. E. Readence. "Getting Started: Using the Textbook Diagnostically."Reading :World,1977, 17, 36-49. Earle, R. A. "Developing and Using Study Guides." InResearch in Reading in the Content Areas: First Year Report.Eds. H. L. Herber and P. L. Sanders, Syracuse: Readingand Languagg Arts Center, Syracuse University, 1969.

Estes, T. H.and J. L. Vaughan. Reading and Learning in the Content Classroom.Boston: Allyn & Bacon, 1978.

Herber, H. L.Teaching Reading in Content Areas.Englewood Cliffs: Prentice-Hall, 1978. Laffey, J. L. and J. L. Steele. "Tell No Teacher In Herber, H. L. & Riley. J. D. (Eds.), Research in Reading in the Content Areas: The Fourth Report.Syracuse: Reading and Language Arts Center, Syracuse University, 1979.

153 159 Readence, J. EL. T. W. Bean and R. S. Baldwin. Content Area Reading: An Integrated Approach. Dubuque: Kendall/Hunt. 1981. Tierney. R. J.. J. E. Readem.e. and E. K. Dishner. Reading Strategies and Practices:A Guide for Improving Instruction. Boston: Allyn & Bacon, 1980.

154 Survey Technique Definition The Survey Technique (Aukerman, 1972) is a systematic means for students to preview a textbook chapter. Based upon the first step of the SQ3R method of study (Robinson, 1961), the Survey Technique is designed to prepare students to read a text assignment by utilizing a whole-class overview of the material. Rationale/ The Surv6 Technique provides teachers with a systematic approach to aid students in associating their prior knowledge with new information to be acquired. Once teachers have demonstrated the use of this strategy and "walked" students through it a number of times, the Survey Technique can provide students a means to study a chapter independently prior to a thorough reading of it. Students will often be surprised at the amount of information they know about a top:c before they actually read about it. The Survey Technique provides an excellent means to utilize this previous information. Once students see the value of such an overview before they read, they will begin to '.se it independently and teachers will be able gradually to withdraw the structure and guidance they provide with the strategy. Sample(K-12) Objectives The learner will

1.recognize information and ideas through classifying, summarizing, and synthesizing. 2. predict outcomes. 3. interpret and use information presented graphically. 4. use titles, headings, subheadings and pictures to locate and preview information. 5. use a study technique to read a text. assignment. Materials/Personnel Textbooks, chalkboard. Steps Aukerman (1972) has outlined a six-step procedure which may be used with most traditionally designed textbooks. 1. Have students read the chapter title and ask them to make predictions about the chapter content. Teachers might ask questions such as: "What do youl think the chapter is about?" "What doyou already know about the topic?" "Can you relate this chapter to what you have already studied?" Regardless of ability all students can participate in this step of the procedure. Though Aukerman does not suggest to do so, it is recommended that students read the review questions directly after a discussion of the chapter title. Students should be- asked to predictanswers to the questions. In this way they will be exposed to what-theauttror_thinks is important and will be able tosee how much information they already possess on the topic. 2. Students should read each of the chapter subtitles. This will first give them an idea of the chapter outline. Students should turn each of these headings into a question. For example, the section entitled, "King Cotton," in a Georgia history text would result in a question such as. "Why was cotton called king in Georgia?" Students should attempt to answer these questions before proceeding. Later, these questions can serve as purpose-setting devices for reading the chapter. 3. Often times much important information is found in the visuals of a chapter. Analyzing the visuals allows teachers to stress the importance of them and, if necessary, gives them an opportunity to show students how to obtain information from the visuals. As such, students should analyze any graph, picture, map, or chart which appears in the chapter for the information conveyed by it.

155 ) 4. Many text, authors use an introductory paragraph or two to provide an overview or rationale for the important ideas set forth id the chapter. After reading these paragraphs, students should be asked to integrate this informntion with what they have already gleaned from the first three steps of the procedure. A',question such as, "Now that you have read the introduction, how does this information support what 'we hove already discovered about the chapter?" 5. Generally, the concluding paragraphs of a chapter provide a summary of the important information previously detailed. Reading this summary can provide students additional confirmation of what they have previously discovered in all preceding steps of the Survey Technique. 1'4 Again, though not suggested by Aukerman, students should return to the review questions at the end of the chapter. Students should see how many new answers have resulted from the survey of the text. It will not be uncommon for students to answer correctly up to half the questions by utilizing the information they have gained through this strategy. 6. Given all the information. that they have deriverom the chapter, students are now asked to synthesize it and develop a summary...statement that could stand as the main idea of the chapter. This is recorded on the board. Utilizing thiS.predicted,main 'idea statements are the purpose-settingquestions derived from step two of this technique, students are directed to pursue a more detailed study of the chapter. Evaluation Fo lloW-up quizzes may be used to demonstrate to students the effectiveness of this strategy in enhancing the: comprehension process. Note: The Survey Technique is mostappropriateforstudents in grades 5-8 and 9-12, but may be adapted for tipper level students in grades K-4. The technique would appear most useful when students might have difficulty with the text material. Depending or, *lie chapter structure, the Survey Technique should. be adapted. For ii:stance, all chapters will hav,, .''e thotigh then may not possess other traditional parts. Teachers should still attempt to use the , to help students associate their prior knowledge to the topic under study. This may be rarticuL l'. propeate for K-4 students who are only gradually%being introduced to study techniques but who t,Jouttl .tefir from some preparation for reading. - Resources Aukerman, R. C. Reading in the Secondary School Classroom. New York: McGraw-Hill, 1972.

Estes, T. H. and-J.L.Vaughan. Reading and Learning in the Content Classroom. Boston: Allyn & Bacon, 1978.

Herber, H.L.Teaching Reading in Content Areas: Englewood Cliffs: Prentice-I hII. 1978, Robinson, F. Effective Study. New York: Harper & Row, 1961. Readence, J. E., T. W. Bean, and R. S. Baldwin. Content Area Reading: An Integrated Approach. Dubuque: Kendall, Hunt, 1981. Tierney, R. J., J. E. Readence, and E. K. Dishner.-Reading Strategies and Practices: A Guide for Improving Instruction. Boston: Allyn & Bacon, 1980.

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156 Survival Skills Definition t; Survival skill activities are those assignments which parallel real life experiences through theuse of actual materials with which adults cope. Nationale The use of actual rather than contrived ..situations establishes a genuinepurpose of learning. The experiences used are not bound by prior knowledge but rather offer the challenge of future needs. The situations are those which the students meet outside of school and therefore set the stage for intrinsic motivation to learn the skills at school so they can be applied out of'school. Such activities maintain positiVe motivation for learning. Sample(K-4) Alphabet Match Objectives The learner will 1. demonstrate the knowledge that language functions in a variety of ways 2. learn specialized vocabularies" 3. listen and respond for a variety of purposes A. identify individual letters of the alphabet. high interest words and pbrase'S,that appear frequently in the environment 5. discriminate visual similarities and .differences in commonly.used words in and out of context 6. demonstrate an understanding that symbols stand for referents 7.interpret symbols and symbolic language Materials

Cut out letters of the alphabet. logos of pictures from various advertisements-mounted individuallyon Cards or construction paper. Steps

1.The teacher should hold up one of the most familiar.logos and have the students identify it byname. 2. Ask for volunteerS to spell it aloud. (Thisat-ay be difficult if the logo is in script.) 3. Ask for volunteers to match the letters that you have cut out (both upper and lower case) with theones in the logo. 4. Discuss any variations such as the entire name in_ upper or lbwer case lettersas an attempt by advertisers to attract attention. Evaluation The teacher can note which letterof the alphabet are commonly confused. Options%

1.Have more ableThr older students volunteer the slogan that ustkally accompanies thename. 2. Use these.words to help teach sound'symbol correspondence. Sample(5-8) Labeling Information Objective The fearner will interpret and use basic instructions and labeling information. e,'9. medicine lab(1-..

1 t 3 ..... __ Materials Provide a folder with a picture of an aspirin bottle and the actual label with directions. Inside the folder have work sheets with sample questions such as (1) What is the adult dosage? (2) A physician is another name

for a .(3) An adult can take up to aspirins a day. On the back of the folder have a copy of the answers. Steps 1. Have pairs of students read the label and discuss the answers to the questions verbally. 2. Have theM complete the worksheet and check their answers by the key. Evaluation The material is t.elf-checking. Options 1. The teacher can remove the answers and have a group discussion of responses. 2.Programmedmaterial can be prepared. a. Place the statements concerning the label on the left-hand side. Leave a blank for the last statement in the question. , b. Place the correct answer to the question at the right-hand side of the page or upside-down r.t the bottom. c. Have the student place right hand over the right half of the page or at the bottom. d. Have the student read each question and decide on the correct answer to fill the blank. e. The student slides hand down and checks the answer before going to the next question. Adapted from: Insei, E. and. A. Edson. How to Read or Everyday Living. Freeport: Education Activities, 1978, pp.-3. 4 Samp e (9(1-2) TV: Comparing Television Programs t. Objectives The learner will make comparisons urging stated information and implied information. Materials Copies of a viewer's guide should be available. Steps 1. Discuss briefly some of the students' favorite TV shows. 2. Categorize show's according to mysteiy, adventure, game, comedy, etc. 3.Divide the class into pairs or groups of three with each group composed of students who all like comedy or mystery, etc' 4. Have.each student in the pair or group watch a different selected show in their category during the week and keep brief notes on it guided by questions on a viewer's guide. Sample questions might include: a. What is the name of the show? b. When does it appear? c.Is the background music used? d. Howdoesthe show be in? e. What was the main idea/plot? f. Who were the characters? 164 g. What was the climax? If h. How did the program end?

158 5.Have the students ."form into.groups and elaborate on their answers Cor :oaring programs of the same type. Provide assistan,-..e as necessary. Evaluation The students can organize their material with teacher assistance into a larger chart form of the viewer's guide. Options Different grouPs can compare dir,ferent types of programs. Adapted from: Schaff. J. Ne AI Dimensions in English. Santa Monica: Goodyear Publishing Company. 1978. Note The Esse:1011i Skills fol: Georgia Schools in the appendix contains a listing of skills under Functional Read- from which suitable activities can be developed. In addition, commercial materials are now avaiiae on many ofthese topics. Resource: Adams,Anne. Anne Powers, and Elsa Woods. Reading for Survival in Today's Society. 2 Vols. Sara Monica: Goodyear Publishing Co., 1978. Blair, Susan. An Implementation of a Functional Reading Program. ERIC Repi,..-luction Document Service, ED 161 017, March 1979. Cassidy, Jack. "Survival Reading." In Motivating Children and Young Adults to Read. Eds. James L. Thomas and Ruth M. Long. Phoenix: Oryx Press, 1979. Cassidy, Jack and Timothy Shanahan. "Survival Skills: Some Considerations." Journal of Reading, vol. 23, no. 2, 1979' p. 136-140. Chambers, Dewey Woods and Lowery Heath Ward. The Language Arts: Pb. Pragmatic Approach. New York: William C. Brown, Publishers, 1975. Epstein, )54.itty Kelly. "The Road to Literary; Teaching a 16 Year Old to Read." Journal of Reading, March 1981, pp. 497-502. Inset, E, anc A. Edson. How to Read for Every Day Living. Freeport: Educational Activities, 1978. Reis, Ron. "A Curriculum for Real Life Reading Skills." Journal of Reading, 21, iii (December 1977), 208-211. Schaff, J. New 944 lensions in English. Santa Monica: Goodyear Publishing Company, 1978. Schrank Jeffrey, De L.eption Detection. Boston: Beacon Press; 1975. Sticht, Thomas. "Needed: A Functional LiterarySkills Curriculum for the Second:- School." ERIC Reproduction Document Service. No. ED 088 039, April 1974. Vacca, Richard and Jo Ann Vacca. "Functional Reading In Competency Progr,.. Journof Reading, March 1981, pp. 512-515. Tape Recording Definition These activities involve the students in recording their voices on a cassette or reel-to-reel tape. Rationale Creating projects on tape can involve students in a total language arts approach with thinking, listening, speaking, reading and writing. Students can explore the possibilities of communication which informs, persuades or entertains. In a medium which has no visual reinforcement or illustration, the students will be challenged to experiment with the power and eff,.veness of language alone. The use of a tape recorder is useful for students who need practice in reading but prefer privacy to avoid embarrassment: Sample (K-8) Dial a Story: Reading to Friends Objectives The learner will 1. recognize and use sight vocabulary in context from various sources 2. demonstrate an understanding of and use phonetic analysis clues and principles to identifynew words 3. demonstrate an understanding of and use structural analysis clues 4. speak clearly 5. eliminate unnecessary space-fillers such as "and," "well," "um," "eh," "ya know" 6. recognize that critical reading requires reader involvement and interaction with the material being used Materials Cassette tape recorder. story books. Steps 1. The teacher can announce that the class is going to make a library of books-on-tape for classmatesto enjoy or for lower grades to use. A selectiOn of colorful, illustrated children's books should be provided. 2. Let each student choose a book interest ,!lat can be read with minimal help. 3. Provide opportunity for students to practice reading their book aloud, 'stressing to them the desire for reading with feeling and clarity of voice. 4. When the student is ready to record the story, the teacher should help with a "practice run" with the recorder so the reader can experience hearing his her voice. The student should be encouraged to operate the recorder after the teacher's instruction. 5. Ask students to begin their recording by giving the title of book and their name as the reader. 6. When the books have been recorded, check the quality of the recordings before distributing them for lir; 1::,tg. Share them with other classes for a short time before you recorda new set. Evaluat7 n The teacher can informally observe student's participation and enthusiasm for sharing favorite books in this way. Peer enthusiasm and interest in listening to a st.,Iclent vead-along-tape will give the reader positive feedback as well as demonstrate the success of tins kind of book sharing. Besure to double-check the recording for background noise, level fluctuation and distortion. Sample (9-12) Mind Movie

160 Objectives The learner will 1. recognize, recall and retell the main idea(s), details, sequence, cause-effect relationships 2. make judgments 3. write and compose for a variety of purposes 4. write and compose in a variety of ways 5. recognize and demonstrate an understanding that literature has a variety of purposes 6. recognize and demonstrate an understanding that individri;, leactions to and perception of literature are affected by many factors Materials Cassette or reel to reel tape recorder, resources for readings, music, excerpts from interviews, song lyrics, sound effects, or story lines. Steps

1.If time permits, a demonstration of a Mind Movie will enhance motivation for students. 2. Students will need a list of possible ideas to help theni see the potential for a Mind Movie: images of women, loneliness, relationships between young and old persons, the struggle to be an individual, drugs and their effect on young people. Arrange for students to work in small groups to brainstorm topics and decide what "message" they want to comm,Inicate. The str:ilents will submit their plan in writing. 3. The students will then begin their search for specific music, literature excerpts, and any other media sources ruck as newspapers, magazines, radio or TV which will help communicate their ideas. 4. Students will select and organize the excerpted materials by using a script sheet and writing out the sound track. With a reel to reel, stereo tape recorder itis possible to record two different sound tracks which will be played as one; this requires a great deal more planning and patience to create a technically good tape. A length of 5 -1.0 minutes is adequate for students' first atte.,,pt at a Mind Movie. 5. When the students are ready to make their tape, the teacher will need to assist them with instruction on using the equipment or help them record their script. Emphasize the need to pay close attention to beginnings, endings, transitions, voice level, and background noise. Provide practice in cueing and splicing, if necessary. 6. When the studertt's are ready to share their Mind Movie, they should introduce their project by reminding the olFv:s the visual images are created within the listener's minds. A darkened room will enhance the pres,:atatior. Evaluation The teacher can informally observe the gr, w interaction and evaluate individual participation. Teachers can evaluate students' demonstration of tape recorder properly as well as creating a quality tape technically. Feedback caul be given to the effectiveness of communicating the message which they developed on tape. Peer evaluation can be directed at the effectiveness and cohesiveness of the project. Students" involved in creating a Mind Movie can evaliwte the perception of using sound and language to communicate ideas and feelings. Resources Frown, James, Richard Lewis and Fred Harcleroad.AV Instruction: ,Techniques, Media and Methods.NY: McGraw Hill, 1977. Donalson, Kenneth, ed.Non-Print Media and the Teaching of English.Urbana: NCTE, 1975. Freeze!, Jerry, Kent Brown, and Carol Valentine, eds.Selected Print and Non-Print Resources in Speech Communication: An Annotated Bibliography, R-12-Urbana: ERIC/RCS/SCA, 1976.

161 Television Definition These activities involve the students e evaluators of television programs rather than passive receivers of messages. Rationale Television has changed the life style of Americans. Alco.nigh es.rna,:es vary and, hi fact, change every month, a recent estimate that approximately 98 percent of all 11-useholds have at least one television set which is on about 451/2 hours a week seems about average (Fernsibler & Wild. 1980). Instead of competing with TV, it is wise to assist low achievers in becoming informed consumers. The relevancy of using TV can also be incorporated into skill instruction in many areas of language arts. . Sample (K-4) Looking for Specifics Objectives The learner will 1. :recognize, recall and retell details 2. learn specialized vocabulary 3. make comparisons using stated information 4. recognize information and ideas through classifying 5. make appropriate generalizations 6. recognize visual appeals (color, shape, familiarity) 7. recognize visual stereotypes Materials Chalkboard/chalk, television schedule, television. Steps 1. Focus attention on a topic being studied in a content area such as clothing, food or transportation. 2. Check the channel listings for the week to determine when a program suitabie for student viewing will be broadcasted. 3. Set the stage for viewing by brainstorming questions about the topic on the board such is a. What type of clothing was worn (outdoor, indoor, casual, dressy, etc.)? b. How did the clothing differ according to the age, sex, occupation, status in the. program of the

c. What stylcs were most often seen (jeans, dresses, sweaters)? d. What colors were worn? e. How does this clothing compare with the clothing you wear to school, church, for recreation? f. Did the clothing seem to suit the character and the situation? 4. Assign small groups of students to watch for the answers to a particular question. . 5. Watch the program. 6. Use a fishbowl technique after the broadcast. Have the small group in the center discuss the question while the other students sit around the outside just listening. After the topic has been discussed, the "outsiders" can be permitted to ask the "insiders" questions.

1 0 162 -°-.1..);..) 7. Each group alternates as the "insiders." 8. Compare their discussion to the materials being used as other resources such as textbooks and films. Evaluation The teacher can guide the discussion and be aware of accurate inaccurate statements. Options An awareness of stereotypes and persuasive techniques of visual appeal can be stressed with more mature students. Sample(5 -8) Types of Programs Objectives The learner will 1. recognize information and ideas through classifying 2. recognize, recall and retell the main idea(s), details, sequence and cause- effect relationships 3. make' comparisons using stated information 4. learn specialized vocabulary Materials Pen paper, posterboard, magic markers, premade cards. Steps

1.Have the students brainstorm the names of their favorite television shows. List these on the board, 2. Divide the class into small groups. 3. Give one premade card with a type of show on it such as news, detective, talk show, soap opera, etc, to each group. 4. Have the students in each group identify the shows from the board that fit their category. 5. Have each group filscuss this type of program. Elicit characteristics of the type of program. Immature students might need a starter list to which they respond "yes" or "no." A list could include host(ess), music, suspense, prizes, etc. 6. Similarities and differences can be pointed out when the posters have been on display for a while. Evaluation The teacher serves as a helper during the process. Peer feedback during discussion can help to insure accuracy. Sample (9-12) Spotting the Shots Objectives The learner will 1. recognize information and ideas through classifying 2. analyze relationships among source, message, medium and aUdienee. 3. analyze nonverbal symbols of communication Used in television programming and visual advertising. Materials Television schedule, television.

163 169 Steps 1. Select an evening when several of the students' favorite shows are on television. 2. In class that day divide the class into five small groups based on student interest in one of several programs. 3. Discuss the types of shots that are commonly used in television such as the fade-out, the close-up, the long shot, the zoom, etc. 4. Watch an educational television program without the sound to demonstrate these shots. 5. As each shot is seen, discuss the reasons behind the shot selected i.e., to show the character's expression, to shoot a view of a crowd, etc. 6. Assign the first group to watch the first five minutes of their show for the types of shots used and possible Oasons for the shot. Include commercials. The second group watches the second five minutes of their show, etc. (This is to enable the teacher to switch channels if desired while the students can simply enjoy the rest of the program.) Evaluation The teacher can select a program to watch in class which the students can view to "test" their skill at identifying the reasons behind the shots. Resources Many educational television programs are made available during school hours which are designed to use the techniques of television to teach academic skills. Check the EVT schedule for specific programs as well as with Georgia Public Television. Becker, George.Television and the Classroom Reading Program.Newark:IRA.1973. Corbett, Scott.What Makes TV Work?Boston: Lutte, Brown, 1965. Donaldson, Kenneth, ed.Non-Print Media and the Teaching of English.Urbana: NCTE, 1975. Foster, Harold.The New Literacy: The Language of Film and Television.Urbana: NCTE, 1979. Potter, Rosemary Lee."The Link Between Reading Instruction and Commercial Television: Is This a Bandwagon?24,Journal of Reading,February 1981. 377-382. Sherington, R.Television and Language Skills.London: Oxford University Press, 1973.

164 The Topic Step Definition The Topic Step isprocedure to use when yuu have freedom to chose a topic for a writing assignment. Rationale A structured procedure is helpful when students feel overwhelmed or insecure about a suitable topicupon which to write. Personal ideas also emphasize relevancy. Sample (K-12) Objectives The learner will 1. learn ways of expanding basic language structures 2.use generally accepted Cartgnage forms 3. demonstrate that la li.ge tunctions in a variety of ways 4. increase, enrich and refine written expression 5. use functional vocabulary related to experiences 6. write and compose in a variety of ways Materiais Ideas, paper.and pencil pen, teacher assistance for primary students. Steps 1. Have students utilize a three step process, either individually through silent work,through small group discussion, or verbally with teacher assistance. 2. The three steps are listed below. Primary grade students may require someone to whomthey can dictate their ideas. a. THINK ABOUT PEOPLE YOU KNOW Write the name of a person next to the word that best describes him or her: surprising mysterious noble dedicated entertaining helpful Choose a person from this group who really interests you. List at least three of his orher qualities that attract you. Think of an experience that you haveshared with this person that was out of the ordinary. Choose one with which others can identify. b. THINK ABOUT A PLACE Write the name of a familiar or special place next to the word that best describes it: beautiful threatening peaceful cozy spooky p Choo,e one place that stands out from the rest in your mind. List three reasonswhy. Remember one unusual experience you had there.

165 1 71 c. THINK ABOUT AN EVENT Think about things that have happened to you.. Write an event next to each word that describes it.

scary ._... : funny unusual exciting retirarding embarrassing Which event stands out in your mind? Write three reasons why you feel this event has sta,,cd with you 3. Each student has the beginnings of three personal topics about which to write. Each student should select the one topic that seems most interest; 4. Individually focus on the selected topic. Brainstorm for a few minutes by writing down all these ideas on a jot liSt. 5. Tell students to write nonstop. for 10 minutes. Recall incidents and details that illustrate it. Let their minds wander freely: They may discover aspects of the subject they've never considered. 6. This writing can now be reviewed and revised, perhaps through small group interaction. 7. The student can then revise the writing and hand in the assignment. Evaluation Peer evaluation is inherent in step 6. The teacher can evaluate the final product according to the initial purpose of the .a..signment and the-quality of expression. Errors in mechanics should be noted for future instruction.

Resources r1 Landrum, Roger.A Day DreamI Hadat Night and Other Stories: Teaching Children to Make Their Own Readers.Urbana: NCTE, 1971.

166 Typewriting Definition

Typewriting involves the use of a keyboard which produces printed letters through type and inkon paper. Rationale

The use of a typewriter has the appeal of an adult-related task. In addition, the typewriterencourages precision and neatness through self-motivation rather than extrinsic authority. A variety of skillscan be improved through the use of a typewriter. Sample(K -12) Objectives The learner will 1. experiment with and learn how word c:-der reveals meaning 2. recognize and use options for word order 3. discriminate visual similarities and differences in commonly used words in andout of context 4. demonstrate understanding of terms used in reading instruction 5. attempt self-expression in writing using individualized spelling 6. recognize and use sight vocabulary in context h pin various sources 7. write and compose for a variety of purposes Materials Typewriter, typing paper. sonae-method of correction (fluid, tape, eraser). Steps As stated, the typewriter can be used to reinforce a variety of skills. Some suggestions include 1.learning the alphabet letters 2. learning alphabet sequence 3. practicing the correct form of personally misspelled words _4. proofreadivvone's writing 5. composing sentences or paragraphs 6. reinforcing sight vocabulary words 7. alphabetizing 8. letter writing Evaluation Evaluation should be based on the purpose of the taskexpression of thoughtvs. mechanics, first draft vs. final product. The opportunity for correction without penalty should be provided. Resources: Nash. Kate and Charlotte Geyer.Write to Read Typing Program.Woburn: Curriculum Associates. Play'n Talk Reading Program.Oklahoma City: International Heights.

167 173 Video Taping Definition Video taping is putting visual images onto magnetic tape. Rationale Many school districts have video equipment available; potential usersneed only to be instructed in its operation. These activities require student ideas and involvement.They offer opportunities to expand language. They also encourage students to be critical, creative and betterproblem solvers. The advantages of using video tape over film include the following. 1. There is no "development" time; your taping can beinstantly replayed. 2. Tape can be used and reused several times. 3. Sound is recorded at the same time as the visual image(Morrow and Suid, 1977). Video taping, however, can be tinic-consuming and patience is needed. Sample(K-8) A Class-Produced TV Program Objectives: The learner will 1. listen and,. respond for a variety of purposes 2. recognize, recall and tell sequence, cause-effect relationships 3. predict outcomes 4. recognize the use of propaganda techniques 5. eleminate unnecessary cpacefillers such as "and," "will,""um," "uh," "ya know" 6. use oral language in a variety of ways 7. demonstrate an understanding that literature has a varietyof external structures 8. distinguish four essentials of the communciation process(source, message, medium, audience.) 9. understand and use basic components of visual literacy Materials Video equipment, paperpencil, optional: material for scenery, costumes. Steps 1.The teacher will present a wide range of choices on what kind of class program canbe produced for a video tape: a variety show, an original play, a variation on aliterary piece, a game-quiz show, a man -on -the street interview show, acandid camera show, a documentary. 2. After discussion of the choices, the students willselect one type of program which the entire Class will produce together. 3. The class should be divided to work in small groups so segmentsof the production can be planned effectively. Specific assignments concerning the performers, those who work on costumes, scenery,the writers, etc. should be discussed. 4. The class should assist the "script writers" with revisions.Students who have parts should rehearse their roles until they develop some confidence. 5. When the class is readfor taping, the teacher or film dew will tape the students' presentation.

168 Evaluation The teacher can observe the interaction within groups to evaluate students' enthusiasm and participation. The script can be informally evaluated on how well it speaks to an audience and commuqicates before students rehearse with it. Students can evaluate their planning the script, the rehearsing and the actual taping, and the final video tape. Sample(9-12) Speaking OutA Public Service Announcement Objectives The learner will 1. distinguish four essentials of the communication process - source, message, medium, audience 2. write and compose for a variety of purposes 3. write and compose in a variety of ways 4. understand and use basic components of visual literacy Materials Video equipment, pencils storyboard Steps

1.In relation to a study on advertising appeals and propaganda devices, public service announcements on the media can generate some thoughful discussion and ideas for video tape projects. The teacher can lead a discussion on some sample public service announcements, focusing on the need, the language and visual images used, and the audience intended for change. 2. Categories of public service annoucements that can be analyzed are. personal (family), school, job (education and safety), community and country. 3. Students can be asked to list 6-10 problems faced by our society or by individuals which could be addressed by a public service announcement created by them. 4. 'Once the "problem" has been clearly stated, the task of finding appropriate language and visual choices to communicate a message must be determined. 5.' Students can work in small groups with the task of creating a script and scene which will effectively communicate to a predetermined audience. 6. Using a story board, the students will plan the logical sequence of shots and audio track for a public service announcement. (See Photograph strategy.) 7. When the scene is ready for taping, the teacher or "taping crew" can video tape the announcement. (Mistakes can be erased and retapc11.) 8. When all the groups have complete6 their project, the announcements can be viewed and discussed by the entire class. The best quality announcements can possibly be aired at the local TV stationcheck with them! Evaluation The teacher can observe the involvement of individuals in the discussion and the group interaction during the planning stage. Students can evalu te their own work with a checklist. Peerevaluationof finished projects can be shared informally or with he aid of written forms. Options Possible projects using video tape include such things as making commercials, documentaries, plays, public announcements, game shows and role playing actiyities. Possible projects with television' viewing include analyzing TV viewing habits using interviews and surveys, identifying persuasion and advertisement

169 175 appeals, writing opinion letters in response to TV prograrm. studying the rating system, and debating the effect of TV on its viewers. Be sure to read the section on -Television." Resources Anderson, Yvonne. Teaching. Film Animation to Children. New York: Van Nostrand Reinhard, 1970. Brown. James. Richard Lewis and Fred Harderoad, AV Instruction: Techniques, Media and Methods. NY: McGraw Hill, 1977. Chapman. Laura. Approaches to Art in Education. New York: Harcourt, Brace, Jovanovich, 1978. Feldman, Edmund Burke. Becoming Human Through Art. Englewood Cliffs: Prentice-Hall, 1970. Kinsey, Anthony. How to Make Animated Movies. New York: Viking Press, 1970. Lowndes, Douglas. Fi171Making in Schools. N.Y.: Watson-Guptill Publications, 1968.

170 "ual Literacy (Art) Definition Visual iiteracy through art can enhance ally arca uv capitalizing on studenet; imaginv.tion and ability to manipulate concrete materials. Projects can rang:' to con,.:truction, but one basic premise should permeate all activities: these students have failed before and become eio,ily frustrated. The process, therefore, rather than the product should be emphasized. Rationale A student's failure is most probably not the sole product of personal performance but also that of pas; teaching methods and materials and or facilitators. By applying a multi-sensory approach (auditory, / / visual, tactile, kinetic) to teaching and allowing a student to explore,` perhaps for the first time, with no absolute right or wrong answers, the teacher provides the freedom of selection the student may never have/ had. . Sample(K-4) Mystery Box Objectives The learner will 1. demonstrate the knowledge that language functions in a variety of ways, e.g., for personal expression, to regulate, to receive, and to create and imagine. 2. adjust listening strategies according to the purpose. 3. listen and respond for a variety of purposes including following directions. 4. receive and comprehend varied materials at different levels of thinking; literal. inferential, evaluative, and appreciative. 5. analyze and interpret pictures, people, and events using elaboraieu tanguage; 6. distinguish between reality and fantasy. Materials Large box covered with construction paper, newspaper, chalkboard, a piece of 18" N 18".manila paper for each student, paint and crayons or chalk, sample pictures. , ' Steps 1.,Show the mystery box to the class. Shake it and let the studOnts Bear the "thumps" of a rolled up newspaper. Let the students look at it carefully and shake it themselves."'Discuss whahnight be in the box. , 2. List items on the board.'Show pictures of possibilits. Encourage iety - real things, invented things, etc. 3. On manila paper, have each student draw the object he or she intagibes is in the box. Tell the students that their papers are a box too, and they have to try to squeeze thepicture into the box. Allow time for students to complete the work and clean up. 4. Have students describe their own work and display the pictures. 5. Reveal the object in the box and carefully explain that the ,newspaper was a prop. Evaluation Student can be evaluated by the'way they express the "why',' of the object in the box including reality vs. fantasy. Peer evaluation can also be used through discussion rind comparison of drawings. Spatial relation can also be evaluatedis the box big enough to contain anelephant? (Adapted front "14nique Art Activities," Education Insights, 1979)'

171 177 Sa aisles Caged Animals

The tvill

1. the knowledge that language functions in it variety of ways, ('.g., for personal expression, 10 regulaie to receive and to create and imagine. 2. adjust list,..!-,mg strategies according to the purpose. 3.liteift and respond for a variety ofpurposes-- for pleasure and enjoyment to follow directions to apply information heard to new situations 4. discriminate visual sinularitiesii/1differences. 5. analyze and interpret pictures, people, and events-using elaborated language. 6. distinguish between reality and fantasy. 7. make Comparisons stated information. Materials 12" X 18" white paper for each student, 12" X 14" piece of black construction paper tor each student, watercolors, crayons, brushes, water cans, newspapers, scissors, pencils, pictures of various an,mals found in a zoo (display)tstyrofoaniegg-cartons (cut in halfsix "bowls"). Steps 1. Display picture's of large zo6 animals iircupd the area in which you are working, perhaps in -onnection . ..-.,... . with a unit on animals. 4-----, ! ...- 2. Before beginhing.cover work area with\tiewspaper, fill water cans, and lay' out brushes. Put a small amount of watercbletliao the 6 "bowls"'Orthe egg carton. Twct students can share each egg carton. 3. Talk about large animals found in a zoo before beginning this lesson. Also include the concept Of cages and rtestrictive iron bars`--- ,:;intilarities it,-..1differences in colors; shapes, texture Sand proportion. . - 4. Have studentS paint or draw their favorite large animals on white paper. Allow time for drying if necess,.sy. 5.t (monstrate how the animals.catt be jitit into cages. Cut bars out of black paper, keeping the edges of tie par,.zr in tact so the result is a rectangle with bars. taple the black bars over the painted picturelining up the edges. Painting will be forced to bow,'as lack paper is smaller, thiS will create the 3D effect. Assist students as,neetled to finish their project, then pin pictures on bulletin board in "zoo" formation. Evaluation Students should feel pleased wi,their product the students in the grb))p can evaluate each others' prOducis when they are display:i on the bulletin board. Some questions t6 ask might include: Does this really look like the animal islin a cage? Does the bulletin board resemble a re<4.v:io:' (Adapted from "Unique Art Activities,"Educational Insights, 1979). Sample(5-8) Permanent- Desigit $

N 172 Objectives The learner will 1. analyze and interpret pictures using elaborated.language 2. discriminate visual similarities and difference 3. listen and respond for a variety of purposes for pleasure and enjoyment to follow directions to apply information heard to new situations Materials White paper 9" X 1?" (two for each student), india ink (1 per 4 students), paint brushes, water tins, newspaper, payons (watercolor crayons), container of ,.,ater (oneper 4 students) large enough to submerge a 9 X 12 paper, colored, construction paper, glue. steps

1.Diisplay artists "abstract" pictures to demonstrate the 1.' ms, line, color, shape and texture. Discuss similarities and differences. 2. Cover work area with newspapermake sure all materialsarr read!;'.y available. 3. Display samples of finished prujects. 4. -Guide students to make a permanent "plate" by paintinga with inda ink. Be sure brushes are placed in water can immediately after finishifigreemphasizini.! the permanent aspect of the ink. 5. Allow the India ink to dry thoroughly, wash brushes. and 6. While ink is drying, take another sheet of paper and, '.with heay.,) application,c' eat. a compatible design with the multicolored payons. Be sure all areas of desion are covered witha consistent coat of payon. Set aside. 7. Submerge the entire dried ink design paper in water. 8. Very carefully place this wet ink design paper over thecrayon plate, rub, and remove. Theonce plain ink drawing is now filled with a splash of glorious colors! 9. Discuss the transference of color and the texture created by this transference. Evaluation

Student can evaluate their own work by examining and .criticizing where the transferred colorsended up. Is it satisfactory? How could it he improved? The teacher .can evaluate the students' abilityto plan ahead when dealing with abstract concepts by assessing whether or not the transferred colors are-withindieink design. The students can evaluate each other through discussion and comparison. Sample(9-12) Paper Batty Objectives The learner will 1. recognize visual appeals. 2. recognize visual similarities and differences. 3. listen. and respond for a variety of purposes. a. For pleasure and enjoyment. b. Following directions.

173 179 c. Applying information heard to new situations. 4. e;:plore the possibilities when using two media at the same time. 5. experience an element of surprise using a random variable. 6. demonstrate a knowledge of color contrast. 7. demonstrate an ability to follow series of directions. Materials Manila paper, one for each student, water cans, paint brushes, colored temp-era paints, thick black tempera- paint. old ends of used candles, tubs of water or a. sink if possible, egg cartons cut in half (six "bowls "). construction paper. scissors. glue. Steps 1. Cover work area with double layer of newspaper. 2. Display some finished products and discuss the textures and colors in each. Be sure to display some which do not use bright colorspoint out why they don't work as well. 3. Fill each egg carton "bowl" with bright colored tempera. Two students can use a set of "bowls." 4. Direct students to use large design patternsmaller, detailed work will be lost in the batiking process. 5. Paint a design on paper. using bright colorsset aside, let dry. 6. While paintings are drying. return excess paints to their jars. Wash brushes and provide clean newspaper. 7. When design is dry, apply a heavy, even coat of candle wax (as if crayon) direcJ:, on top of paint. This wax is clear; it is important the entire surface be covered for best results. Hold the painting up to the light to check for uncovered areas. 8. Dampen the paper by dragging through a tub of water. Wrinkle paper up into a ball in order to create random cracks in the wax. 9. After straightening out the paper. paint over the entire surface with thick black tempera. 10. Drag the paper through a tub of water or use a sink to let excess black paint run off, making sure some of the black remains in the cracks, creating the "batik" effee 11. When the batiks dry (the next day) they may be mounted An construction paper. Note: The wax coating must be applied with a lot of pressure: the size of paper used may be reduced if the students participating are not likely to stay on-task. This activity is ultimately "messy" so allow extra time for clean up and hand washing. Evallitation Teacher may evaluate the final products in terms of the effects they produce. i the student followed all directions, the product will be a te%tur,d, brightly colored design with a series of 1.' Ick lines running through it. Once the batiks arc mounted and displayed, peer evaluation may be employed by drawing comparisons and selecting the best _Ares. Resources The limitations for activities would include the age of the student: maturity, motor control and previous environmental experience. Various projects can be used to meet the needs of students and their varied abilities. Bland, Jane Co, Art of the Young Child.New York: Simon & Schuster, 1957. Chapman, Laura.App ,J aches to Art in Education.New York: Harcourt, Brace, Jovanovich. 1978. Churchill/Angiola. Ar? Preadolescents.New York: McGraw-Hill Book Company, 1970. Cohen. Elaine and Ruth Gainer.Art, Another Language for Learning.New York: Citation Press, 1976, De Francesco, Stale.Art Education Its Means and Ends.New York: Harper and Brothers, 1958.

174 .10 U Erdt. Margaret.Teaching Art in the Elementary School.New York: Holt, Rinehart and Winston, 1954. Greenberg. Pearl.Art and Ideas for Young People.New York: Van Nastrand Reinhold, 1970. Herberh:,:y, Barbara.Early Childhood Art.Dubuque: Wm. C. Brown Company. 1974. Hopper. Grizella.Puppet Making Through the Grades.Worcester: Davis Publications, 1966. Lenderman. Earl and Marlene Lenderman.Crafts for the Classroom.Dubuque: Wm. C. Brown Company, 1969. Mendelourtz, Daniel.A Guide to Drawing.New York: Holt, Rinehart & Winston. 1976. Myers. Hans.150 Techniques in Art.N.Y.: Reinhold Publishing. 1966. Peck, Ruth L. and Robert Aniello.What Can I Do for an Art Lesson.West Nyack: Parker Publishing. 1966. Sparkes, Roy.Teaching Art Basics.New York: Watson. Griptill Publications. 1973. Tuck, Barbara and Harriett Judy.How to Teach Children to Draw, Paint and Use Color.New York: Parker Publishing Company. 1975.

175 1.81 Vocabulary Development Definition Vocabulary development reflects the acquisition of new concepts or the refinement of previously held concepts. A person's stock of words is increased through listening', speaking, reading and writing. For our purpose, sight vocabulary and meaning vocabulary will be considered. Sight words are recognized by word form clues, configurations and special characteristics of the word. Meaning vocabulary is a match between one's experience and what an autho... intended. Rationale Researchers have found a definite positive relationship between reading success and a strong vocabulary. Increasing one's vocabulary assists in the understanding of most oral and written messages. For most low achieving students, this basic understanding greatly assists in preventing a poor self-concept. Sample(K-4)

Word Bowling. Objective The learner will recognize and use sight vocabulary in and out of context from various sources. Materials Word cards, "bowling pins" made from tag board and brads. Steps 1. Words that are used in the reader or from the stuoents' own vocabularies are put on cards and inserted behind the pins. 2. The class is divided into two teams. Students take alternate turns to try for a ''strike" by correctly identifying each word. The word !gust be used in a sentence which demonstrates an understanding of the word. Evaluation The teacher, another adult or older stroc,it should be available to check for accuracy. Options Play the same bowling game with,Audents, 2 per team. Each student team collaboratively try to read 10 words to make a strike. Adapted from Greater San Diego Reading Association, Reading Games Unlimited, San Diego, CA., 1974, p. 59. Sample(5-12) Figurative Language Objective The learner will infer meaning from the author's figurative language. Materials Chart (optional), chalk, chalkboard Steps 1. Place the following phrases or similar ones on the board or a chart. a. Quiet as a mouse b.. Hungry as an elephant

176 2. Invite students to describe that of quiet and/or hungry. 3. Encourage the students to invent additional responses such is: z.4. Quiet as students who forgot their homework. Him,trt,t as the last one th.ough the lunch line. 4. Have the' students supply other names to complete other phrases and allow them to discuss the rationale choices. 5. Have student; write about a personal experience using as many of the completed phrases or others as they can. Example Last week in math class. Mr. Jones came in with a smile on his face and announced a math quiz. We all got asquiet as a turkey the day before Thanksgivingin hopes that this would appeal to his better nature. Well. it didn't. affect "Jo.ne.s, the Terrible" in the least. "JT" (as he is sometimes teasingly called) went to his closet and pulled out a briefcaseas old as a dinosaur and as big as an elephant.It was crammed full of all kinds of papers including our math quiz. We worked on the quiz for what seemed like a lifetime. We were allas tired as plowing mules.By the time we finishedwe were as hungry as three bears.This seems to give old "JT" a great sense of pleasure. In fact, he was still smiling when we left the roomas beat as a whipped dog. Evaluation Students can "try out" their stories with classmates and revise their work according to useful suggestions. Both teachers and students can enjoy the works as a positive form of evaluation. Resources Bromberg. Murray and Liebb, Julius.Words with a Flair.Wt, ..,bury N.Y.: Barron's Educational Sf'ries, 1979. Dale ar, Joseph O'Rourke and Henry Bamman.Techniques of Teaching Vocabulary.Atlanta: Feld ,%,cational Publications, Inc., 1071.

177 183 Wordless Picture Books Definition A wordless picture book is an illustrated story without the accompaniment of the printed word. Rationale The absence of words allows the reader, whether young or old, to become involved in developing a story theme. Such a process also frees the reader from a dependence on unlocking the printedword in order to understand what is happening. Using these techniques encourages creative thinking and oral language development and at the same time, boosts the confidence of a non-reader. Picture books can also be used to teach a variety of skills without the obstacle of print. Sample(K-12) Objectives The learner will 1. use a variety of oral language structures 2. learn ways of expanding basic language structure 3. experiment With and learn how word order reveals meaning 4. demonstrate an understanding of baw dialects differ 5. analyze and interpret pictures, people and events using elaborated language -6. infer that which is not explicitly stated in a selection 7. predict outcomes 8. recognize relationships of time and place 9. demonstrate that spe -2ch and writing are tools of .2onimunicat: 10. recognize that critical reading requires reader involvement anU ,' with the material 11. make individual, personal deterrniv, .arth, desirability and acceptability of literature Materials Picture books, an audience (people, pat-r tape recorder). Steps(K-12) 1. Readers should be allowed to select their own books. 2. Books should be looked through before any verbalization takes place. 3. The reader should relate the events of the story to an audience. The audience can be younger students, peers or the teacher. 4. The story can be preserved in writing (with help, ifIV ^A",4:1or by tape recording it. 5. Particular skills such as sequence, character development; etc: can be emphasized as desired. 6. Various aspects of listening, speaking, reading and writing can be used as a natural follow-up. Evaluation. Evaluation should center on the reader's self-perception -of.-.tlie 'ilicCe,Ss of the task. The audience can provide constructive feedback to the reader.Versionsof the same story by other readers could be compared and discussM. Resources Cianciolo, Patricia Jean, ed.Picture Books for Children.Urbana: National Council of Teachers of English, 1973.

178 X0.1 Word Shaking Definition Word shaking is called out words or phrases as rapidly as they come to mind. Thoughts can then be connected and organized as desired. Rationale This prewriting activity is an aid in organizing one's thoughts on paper. The rapidity of the task encourages students to stay on-task. It also fosters cooperation. Sample(K-12) Objectives The learner will 1. make choices which indicate an appreciation of the aesthetic qualities of oral and .written language 2. use functional cocabulary related to experiences 3. write and compose for entertainment 4. recognize. recall. and retell sequence, main idea and details. Materials Overhead and transparencies, colored pencils or chalkboard and chalk, pen and paper. Steps

1.A topic is selected and the teacher or student volunteer puts it in the centrr of board or transparency. 2. The writer records all thoughts as they are called out that are related to the topic. Students are urged to use their senses and questions are asked to help them with vivid images and ideas related to the topic. 3. Similar thoughts and feelings are grouped together by circlin,t tli,.?m in the same color and connecting the circles with lines. All thoughts unrelated to the topic ay ,,cr cched out. 4.Grff...ps of thoughts (now color coded) are numbered in a logical order. 5. Each participant writes or dictates a poem,or paragraph usi, ; those ideas related to the topic. 6. Participants read their work to a small group; one can be selected to read aloud, all can be displayed. Evaluation The students will share their work in small groups. Each group chooses one work ,a be read to class. The teacher can evaluate the clarity of ideas as well as the format used. Options Students can write a short story or a composition as a culminating activity. Adapted from presentation by Dianne Perrault, Teaching of Writing Workshop, Griffin CESA. Summer 1980.

185 179 Appendix A

1 he following is a summary of the language arts section of Essential Skills for Georgia,tichoois (Georgia Department of Education, 1980). The actual listing of. skills as they appear in EssentiOi Skills follows this summary. LanguageStudy In language study, the student will become aware of and learn ways of expanding oral and written language structures" in an environment which encourages rather than-restricts langtt.ge experimentation. Through positive feedback, students will learn appropriate usage patterns in oral and written language ranging from formal to informal options in word choice and order. The student will have opportunity to study and demonstrate an acceptance of a variety of dialects common to this country. Finally, the student will be introduced to and have opportunity to eXperiMent with the various functions which language has (i.e. for personal expression, to inform, to create, to imagine, to Persuade).

Listening Skills Listening skills are an integral part of a student's potential to be successful in school and to develop as an active, discerning listener who can adapt to various situations. especially if personal reading and writing skills are weak. Experiences which call. for using listening vocabulary in meaningful context, varied responses in listening activities, comprehending stated and implied information, recognizing bias or opinion so students can become informed cift:ens as well as careful consumers will be helpful.

Readili. Readiness refers to skills necessary before reading a selection as well as skills which facilitate initial efforts at learning to read. These skills are applicable whenever the student's level of readiness reaches a normal developmental stage. The teacher needs to provide the stimulus of having stories and materials read aloud as well as providing visual and auditory stimulus for words used in the readings. The student needs encouragement to experiment with using oral language to create stories with pictures so the relationship between talk and. print can be established. This concept of "writing as a kind of talk written down," will facilitate the student's being ready to develop as a reader of print. Readiness also refers to preparation for a task. In this instance, readiness refers to providing explanatory, background information for better understanding of material. This concept is addressed in suggestions ;elating to content area materials in the strategies section of this resource. Word Recognit;on Reeding requires a large number of words instantly recognizable by sight. In addition. phonetic analysis and structural analysis can be used to increase the number of words a student recognizes. Using words from one's own vocabulary, high frequency word lists (including survival reading word lists), words specific to content areas, classifications, schemes or categories, liultiple meanings of words, context clues, synonyms, antonyms, and homonyms will help students become independent readers, Comprehension Thro.ijlt use of interesting and relevant reading material, the student will have ample opportunity to deve:op become proficient in understanding main ideas and details, seqUences, and relationships ;.:eas. The student will need to read and follow directions, make predictions and draw conclusions, ci;,ii.guish between fact and opinion, reality and fantasy, recognize` propaganda techniques and relevance of data and understand graphically presented information such as maps, graphs, charts; schedules, calendars, diagrams. It is important that students be encouraged to read for total comprehension of whole pieces rather than for isolated comprehension of isolated segments.

181 186 Study Skills The student will need to develop a knowledge of alphabetizing words to be able to use study resources such as a table of contents, glossaries, dictionaries, indexes, catalogs, newspapers,card catalogs and references such as encyclopedias. The student should have ample opportunity to learn how to locate materials in the school's media center and how to study for various kinds of tests. The student should also have some guided practice in reading materials for different purposes and-at flexible reading rates. Functional Reading Skills Functional reading materials (often teacher-made or teacher-found) can frequently motivate students who show reluctance with Other reading tasks because the reading resembles adult tasks and situations. The students need practice in specific areas such as following directions or interpreting information' n signs and labels, understanding and fillingin information requested on applications, forms and agreements, understanding and using various forms of written communications, understanding kid using functional transportation information, and understanding and using various aids for occupational information.

Oral/Communication The student needs to become aware of and develop the skill of sharing and responding to communication in an atmosphere which provides opportunity for real communication experiences.The need for language that is understandable to others whether it is written or oral, as well as the importance of using standard language patterns emerges if genuine reasons for activities are presented. An atmosphere for experimenting and role-playing with communication encourages the use of language for a variety of purpOSes. With both oral and written communication, the student needs to develop an awareness of voice and audience so his or her effectiveness as a communicator will be maximized.

Literature Through a variety of cli)idren's and adolescent literature, the student will expand personal awareness of the many purposes and structures of literature. The student will learn to respond toand interact with the material being read within an atmosphere in which student-centered responses are encouraged. The teacher can help students recognize that their reactions to literature are affected by many factors and that th, develop a maturity in reading tastes and perceptions. Through literature study, the teacher can tocr reading for enjoyment and students who areconfident readers are able to select and read books independently. Mass Communication With a variety of relevant activities, the student should become aware of the power of mass media to persuade. inform, entertain

182 I. Language Arts

Topic Concept/Skill K-4 5-8 9-12

A. Language Study The learner will

1 make choices which indicate an apprecia- hoh of the aesthetic qualities of oral and written language. ral 2. use a variety of oral and written language structures. a.learn ways of expanding basic language structures. (1) use (not label) whatever language structures hest express ideas and learn alternating ways of phrasing ideas. (2) use modifying phrases, compound structures, single word ernbeddings and single clauses. (3) use phrases, clause embeddings and complex dauses. b. experiment with and learn how word order reveals meaning. c. recognize and use options for word order. 3. use appropriate usage patterns in oral and written language. a. distinguish between informal options of word choice and formal counterparts. b. use a variety of usage patterns in different contexts. 4. demonstrate an understanding of how dialects differ. 5. demonstrate an acceptance and understanding of other dialects. 6. use generary accepted oral and written language forms 7. demonstrate the knowledge that language functions in a variety of ways, e.g., for personal expression, to regulate, to receive information, to create and imagine. 8. demonstrate an understanding that language can be described in a vr:riety of ways, e.g., grammars, parts of speech. 9. demonstrate an un'ler3tanding of word etymologies.

* B Listening Skills The learner will 1. expand the number of words understood when heard ire context. alearn multiple and specific meanings of words, their denotatipns and connotat.ons. b. enders figurative language, idiomatic expressions, colloquial terms and allusions. c.learn specialized vocabularies. 183 188- Topic Concept/Skill K-4 5-8 9-12

2. adjust listening strategies according to

a. the purpose (distinguish message from .. ..Nneise, concentrate, suspend judgment, avoid cir traction, wait for turn to talk, avoid' inter rupting, display interest and involvement). D D D R b, the nature of the material (topic, density and concept difficulty), D R c. the organizational cues of the speaker (statement of points, organizational phrases,. repetition). D D R 3. listen and resr,ond for a variety of purposes. a. pleasure and t!tijoyment D D b. to follow directions R c. to make intelligent consumer judgments D R R d. to function as an informed citizen, e.g., news broadcasts, editorials, speeches, political appeals D R R e. to obtain information D D R R f.to apply information heard to new situations D D D R 4, recognize and discriminate among common sounds and sound signals in his or her environment. D R 5. demonstrate understanding of a basic vocabulary related to his or her.environrnent. D D D R 6. recognize and recall the following when specifically stated by the speaker. D D D R a.main idea(s) b. details c. sequence d. cause-effect 7. infer the following when nOt specifically stated by the speaker. D D R a, main idea(s) b. details c. sequence 8. receive and comprehend varied materials at difference levels of thinking, e.g., literal,

inferential, evaluative and appreciative. I D D R 9. receive and evaluate material critically by making judgments about valikty, bias, speaker qualifications, fact and\opinion,

fantasy or realism. I D D R 10. recognize and identify the qualities of a speaker's style, imagery, word choice and technique. I (') D 11. accept and understand other dialects as valid, communication. I I3 C r R

184 P

Topic Concept/Skill K-4 5-8 9 -12

C. Reading Readiness The learner will

1. show an interest in hearingmlals read.I I D R R 2. discriminate S iditory similar s and differences in comm fly used w rds in and out

of context. I D R R 3. discriminate visual similarities and differences in commonly used words in an

of context. I D R 4. identity individual letters of the alphab t, high-interest words and phrases that appear

frequently in his or her environent. I D 5. analyzend interpret pictures, people and

events using elaborated langLiage. / I D 6. demonstrate understanding of terms used in reading instruction, e.g., top of page, left- to-right.. progression, beginning-ending of words. I D 7. attempt self-expression in writing using individualized spellings. I D R D. Word Recognition The learner will 1. recognize and use sight vocabulary in

context from.various sources. I D R D R a. his or her own vocabulary b. high-frequency word lists c. basal readers d. words specific to content areas

2. demonstrate .an understanding of and use various aids to developd and expand vocabulary. D R D R a. context clues sb. synonyms, antonyms and homonyms c. acronyms d. multiple meanings of words e. classification (categories, general to specific) 3. demonstrate an understanding of and use phonetic analysis clues-and principles to identify new words. I D R D R a. consonant sounds and clusters b. silent consonants c. multiple sounds of consonants d. short and long .c-,wels e. variant vowel .sounds (diptho1gs, controlled vowels) 4 demonstrate an understanding of and use structural analw:is clues andle related

principles of I D R I D R a. syllabication, e. possessive forms, b. accent, f. compound words, c. contractions, g. plural forms, d. abbreviations, h. word parts.

185 190 f Topic COI1CP:', "Ail! K =4 5-8' 9.12

.,..,)!demonstrate.,)!dernonstrate the, understandit g that symbols stand for referents. I D It r)( R ,.--. E Comprehension The learner will ,)_, 1. recognize) recall and retell I D ;D R a. the main idea(s), :

b. details, ,2 c. sequence, d. cause-effect relationships.

2. read and follow-printed directions. I D D R

3. draw conclusions fiom faPts given. i D D R

c(1. infer that \Mitch is not explicitly stated in a selection f.) I D D R , -.: a. main idea(s), b. details that support main idea, c. sequence, /, d. cause-effect. ,

15, recognize inforation and ideas through_ I D D R D RI 'a. classifing, \ ;b. outlining, C. summarizing, , \ d. synthesizing. 6. make judgments.) I D D R [ 7. predict outcomes. , I D D R ti4 8. infer literar meaning from author's usey i figurative language. ID. DR R 9. infer figurative meaning from author's use

of literal language. I D D R R 10. distinguish between fact and opinion. I D 0 R D R

11.. distinguish fiction from nonfiction. I Dr D R D R 1," 12.distinguish. from 'fantasy. I D D R D A' 13. make comparisons using stated information.. I D D R R 14. make comparisons using implied -----.

information. I D\, D .D R

1 5. recognize use of propaganda techniques. I I D . D R 16. in'erpret symbols (including special subj,:ct area notations) and symbolic :. language. I D p R h

17.. recognize relevance of data. , I D R

.18. recognize relationships of time and place. I 0 d R R

19. make appropriate generalizations. I D ^,/DR D R ,,i '-'- 20! interpret and use information presented

graphically, 'och,,as ' I D If R / R a. maps , i`--, b. graphs c. charts d. tables e. schedules f. diagrams.

9 186 . Topic Concept/Skill 5-8 /9-12

F. Study. Skills 'The learner will . 1. demonstrate knowledge of alphabetic

sequence. I D R R H

2 a habetize words up to the third letter. I D El R 3. locate information rising a variety of

sources. . ,... 1 i,.table of contents, page numbers I D R H

h. dictionaries guide, entry words I D R R

c. glossaries D R R

d. indexed keywardd3, main and sid)topics I D R R

i e.encyclopedia D R R

f. thesauri I D D R g. library carfiles (card catalogs, periodical

files) I D R I l ' ) h. catalogs I D H R

i. n'.wspapers D H R . i1 V.' 1 - elocate materials in a mediacenter. D R R ,,c..4...-T--'- m 5. use dictionaries for a variety of purposes. D D R \ Ir/ a. identifying word meanings 'i, b. finding synonyms c. identifying and interpreting phonetic .,...c.( L. respellings to aid pronunciation d. selecting appropriate meanings of words in context 4-. 6. use titles, headingsN, subheadings and

pictures to locate and preview inforr action. . I D R

7. use a variety of study techniques, .g.,

survey, question, read, recite, review,( 03R). I D R 8. cidjusf reading technique and rate according to the difficulty of material and purposes

for reading. I D R li a. rereading b: skimming

c. scanning I D D A R G. Functional Reading The learner will Skills 1. interpret and use basic instructions and

labeling ioforrnation. I D D R a. recipes'. b. clothing care instaictions- c. appliance instructions d. warning labels' (poison control, electrical . hazards, etc.) e medicine labels f. product contents and nutritional information labels \-,

.,...--,-----z

J 187 ---Topic Concept/Skill K-4 5-8 9-12 2. interpret and use forms, applications and agreements including those relating to money management (at a nontechnical level), I D D R a, discount coupons - b. credit cards c. banking procedures d. payments and loans e. change of address form I social security card application 3. interpret and use various forms of written

communication. I D D 'IR a, directories b, correspondence (personal and business) c. mass media (newspapers, magazines, advertisements). 4. interpret and use functional transportation

information. '' I D C R a. routes, schedules and timetables b. signs, marquees and billboards c. driver's manual (I. travel brochures 5. interpret and use occupational and career

information. I D D R a. job listings b. paycheck stubs c, salary schedule and benefits H. Oral .Written The learner will Communication 1. demonstrate an understanding that speech

and writing are tools of communication, I D R R 2. speak clearly and write legibly. a. use language understandable to others. I D D D R b. demonstrate understanding of left-to-right

pattern of writing. I D R c. manuscript and write standard letter forms, lower and upper case: I D R 3. increase, enrich and refine oral and written

expression. I D D D R a. use functional vocabulary related to experiences. b. eliminate unnecessary words such as and,. well, um, oh, ya know. c. use standard language patterns.

4. use oral language for a variety of purposes I D D D R a. personal and creative expression

. b. relating and obtaining information c. describing experiences d. communicating feelings

188 Topic Concept/Skill K-4 5-8 9-12

5. use oral languag'e in a variety of ways. I D D D R a. dialogue and discussions b. retelling and paraphrasing c. summarizing d. interviews 6. write and compose for a variety of

purposes. I D D D R E. personal business communication b. clarifying thoughts and ideas c. self-expression and personal satisfaction cl. recording information, e.g., message and note taking: C. entertainment 7. write and compose in a variety of ways. a. organize paragraphs using various modes (argumentation, exposition, narration,

description) I D D R b. combine paragraphs to create longer works

(letters, stories. essays, reports) I D D D R 8. demonstrate the ability to adjust manner and style of speaking and writing to suit audience and situation, e.g., formal and

informal. I D D R

I. Literature The learner will 1. recognize and demonstrate an understanding that literature has a variety of purposes. a. artistic expression D R b. recording events, ideas and values of diverse societies and cultures (past through the present) D R c. entertainment and diversion D R d extension of individual knowledge and ex per ience D R comparing values, beliefs and b6ha,viors D R ..; 2. recognize and demonstrate an understanding that individual reactions to and per- 'ceprions of literature are affected by many I factors, e.g., attitudes, experiences, maturity, I knowledge. D R 3. recognize that literary representations of individuals, events and society are influenced by the perceptions of the writer and the per-

ceptions of the reader. I D I D R 4. demonstrate an understanding that litera-

1 turn has a variety of external structures, e.g., poetry, prose, fiction, nonfiction, drama. D R

If 5. recognize the complexity of the individuals and situations as depicted in literature. D R 1 6. recognize that critical reading requires reader involvement and intaraction with the

material being read. I I D R

189 104 Topic Concept/Skill K-4 5-8 9-12

7. recognize the importance of making inferences and drawing conclusions in

reading literature. I I I D R 8. demonstrate the understanding that literature can be read and compared from several perspectives, e.g., genre, theme,

chronology, nationality, author. I I D R 9. recognize that literary works can take a number of forms, e.g., fables, myths, fantasy,

short story, novel, essay. I 10. recognize and understand the various recurring features of each literary type, e.g.,

romance, irony, tragedy and comedy. I I D IR 11. make individual, personal determination of worth, desirability and acceptability of various pieces of literature. I D

J. Mass The learner will Communication 1. differentiate among several classes of communications intrapersonal, interper-

sonal and mass communications. I D D R 2. distinguish four essentials of the communication process source, message,

medium, audience. I D . D R 3. analyze relationships among source.; message, mediii and audience. I I D D R 4. identify primary communication vehicles

comprisi'ig American mass media. I I D D R 5. analyze complexities distinguishing mass communications froin interpersonal and intrapersonal communications. I D R 6. evaluate' degree of saturation of mast. media in contemporary society. I D R 7. describe the" primary functions of mass

media. I D R 8. analyze the fulfillment of information, persuasion and entertainment functions by all

major mass media. I D D R 9. show how mass media depiction of standards of living affect contemporary living standards. I D D R 10. assess the probable reliability of media

message sources. I I D R 11. demonstrate an understanding of the influences advertising has on personal buying

habits. I D D R

. .101 0 .

190 Topic Concept/Skill K-4 5 -8 9-1 2

12. define and identify propaganda devices of mass media; messages as glittering . geneYality, card stacking, name calling, c' , testimonial, plain facts, bandwagon, transfer N....)

and elitism, I I D D R . , 13. understand and use basic components of

visual literacy. I I D D R a. identify visual persuaSion techniques, including logical processes and affective appeals such as use of color, placement, sequence and repetition. b. differentiate between visual fact (representation) and visual fiction (creation/ fabrication). c. differentiate batween visual fact (representation) and visual metaphor (imagery, allegory, fantasy). . d. differentiate between visual fact (representation) and visual commentary (seleg)ion/slanting). e. recognize visual appeals (color, shape, familiarity). f, recognize visual stereotypes in film and television, including hero/heroine, villain, man, woman, child, family, professional, ethnic group. g, differentiate between visual logic and visual fallacy. 14, explain the influence of advertising on editorial role, tone and stance. I D D R 15. analyze nonverbal symbols of communication used in television programming and visual advertising. I D, D R

19-6

191 Appendix B Criterion-referenced Test Objectives \-) Kindergarten

Objective Goal Area: Communication Arts - Listening l

1. The child participa!es in oral activities as an active [Wetter in his environment.

2. The child recognizes and diScriininates among common sounds in the child's environment.

3. The child demonstrates understanding of a basic vocabulary related to his her (n.. vironment. 4. The childlisten's and responds to Orally presented language for the purpose.:of appreciation.

5. The child listens and responds to orally presented language fur the purpose ofgathering information and following directions. 6. The child listens and responds to orally presented language for the purpose ofmaking judgments. Goal Area: Communication Arts - Speaking

1.The child uses-oral language to describe experiences. 2. The child modulates voices to accommodate the activity settings. 2.5 The "child uses language understandable to others. 3. The child uses functional vocabulary related to experiences. 4. The child uses elaborated language to describe objects. events,fellings and their relationships. 5. The child uses elaborated language to communicate with, others for a varietyof purposes. Goal Area: Communication Arts - Reading

1. The child demonstrates interest in being read to as a way to extend enrichpersonal experience.

2. The child discriminates auditory similarities and differences in commonly usedwords.

3.The child discriminates visual similarities and differences in commonly used words. 4. The child analyzes and interprets pictures of objects, people and events usingelabOrated language.

5. The child demonstrates understandig of terms used in reading instruction (e.g.. top of page, left to right progression, same-difference, beginning-ending of words).

6.The child identifies individual letters of the alphabet, high interest words andphrases that appear frequently. in his'her environment. Goal Area: Communication Arts - Writing

1. The child demonstrates interest in a variety of written materials.

2. The child demonstrates fine motor coordination in a variety of situations 19 7 192 Objective

3. lite child orallt: dictates meaningful information Jo an adult.

1. the chile' demonsttotes understanding .4 the left to right pattern of arising

5. llw.child (writes -puts) same and Niter meaningful words from his experience Goal Area: Number Understanding - Number and Numeration

I.Classification:flit child tki!1 he ableto) (.11.0111) c1CC(11 dint! 1(1 ,,imilarities. 2. Striation: The child trill be able to arrange objects or events in ',Mlle kill(' Of (4(1(.1' haste' on differences among theirs. 3.Nlatching one-m-one:I tee child will be able to establish c. ,Ine-to-one correspondenctf4" between Het-swots of one set and elements of another set. 1{ecognition and naming of numbei groups: The child will be able to recognize 0 set of one element. a set of two elements. 0 setof three elements. up through a svt containing five elements.

5. Counting: lhe child will In' aid(' to re( (ignite and name sets in order as diet; increase by one up to nine.

6. Combining and separating sets: The child combUtes and separates sets with different properties.

7. lieadiug Num(

1. Awarenessof bodyjn'space: Thv child moves in space. receives and gives directions for getting from one point to another pointin space. and judgment about how to get, front one point in space to another.

2. Geometric figures and solids: Tlw child identifies and sorts (and makes) geottwtric figures and soli& Goal Area Number Understanding - Money

1. Recognition: Tlwchild recognizes coins and bills as representing it valtw for exchange. 2. Naming: The child names common coins and bills. (Specify coins lc'. 10(. 25(. $1.00. S5.00.) Second and Third Grade Objectives

The studenthasword attack skillsin that (s)lie 1. auditorilv Or vistolly matches beginning and or ending consonants. 2. auditorilv or visually matches beginning and or ending consonant digraphs and blends. 3. associates beginning and or ending consonants with their written representations. 4. associates beginning and or ending.consonant digraphs with their written representations. 5. associates beginning and or ending consonant blends with their written representations.

193 1 9P '6.anditotilv. dirt iminates bettveen the sounds of towelslong. short01111 Ci)1111(111Clitowel ouncls in onesvilable winds. 7. associates the sounds of vowels-- long. short and controlled tone) .?Otiiirls onesyllable winds presented (orally with the symbols representing the sounds in the words. associates the' sounds of v(uvels - shott and controlled towel sound',in ()title[' one syllable Niitilltk

(1. a representative sample of sighttk ()ids taken from the 1)(di li220 (Ind the (nat Atlantic and Pacific I.Vord Lists. 1U. associates contractions with appiopriate meanings, !.,oh given intcfrirtenform, 4 1 1. recognizes pima) forms of nouns 12. visually identifies the appripriate prefix and or suffix (excepthitals) to be inkier] to a given written r ll."(11.11 foraspecific meaning that is presented orallt.,. and in written context. Thestudent hascomprehension skillsin that (s)h 1:1. demonstrates knottedge of the concept that words are units of language. 14.dtnonstrates knotyl edge of the concept that tvords and sentences represent ['waning. (Questions are presented orally.) 15. recognizes, in oitext, words that represent the Sallie or onposite meanings. 16. recognizes multiple meanings for (voids in Qintex!.

17.ti,'', context clues to obtain meaning by supplying information and content words. ((Tot procedure used.) 1;3. recognites main idea. details. sequence of events, and cause and effect relationships when directly stated. I9. infers main idea, cause and effect relationships, dratcs conclusions. and predicts outcomes when not directly stated. ,,20, distinguishes beweeri statements of fact and statements of fiction or opinion in reading material. The student hasstudy skillsin that ',(w) 21. classifies into appropriate categories words representing objerls and ideas. 22. demonstrates knoteledge of alphabetic sequence and alphabetizes. 23. uses table of contents to locate specific information. 2-1. demonstrates knowledge Of the function of punctuation marks and initial capitalization in reading material. 25. follows simple oral and writtn directions. (Questions requite rcognition.) Third Grade Only Objective Thestuden; hasword attack skillsin that s(he) 'identifies the correct division of one-, two-. (Ind three-syllable wint Ic))lds into syllables tising the k'( -CV and V-(.1.' principles.

Fourth Grade Reading

The soident can 1. distinguish between sentence fragments and complete sentences. 2. idett/ify the sounds of beginin g consonants or two-letter combinations of consonants (blends and diagraphs such as "tr- in tra n,"titC "(11" inchurch, or -sir- in ship).

19;11 9 0.1.1111. 111c si.11110s (41(111(1 1.((1.1.('Is 111 one 111(1 0.1.4,-,(1:11,1111(' 1.1,*(11(IS 0.<1k('. 1,1(1(.. 111(.',2011111 <111(11111' sounds ei lintel, in one and ttto-syllable hat. I/11110V).

1 i,l, tyitt' III(' 11111111W1 of SL11.01111, 111 a triad and can divide ttord,, into, syllables i-orrectfy. ff:or example:

syllables. di ) ).idntity the sounds 111,11 1.(ottis 11,11. 1.1.11(11111(q.' <11)1n.<11 f,. and I.? (such as tuft and cur) 'and < an distinguish bettteen the Pt() diffeient sounds of and Cu (such as cow. city; and go. gem).

s<14.( Ithe apinoiniate word such as /112.f?h. (!iN'1)1:fi, 13 ISS/1)1s.. ilfif)(1N1), /113(nif:-. etc. to indicate position ation

7 identify contiactioas ism la as tton't will not ) and abbreviations (such as Ga. Georgia) imil..the - 1.1.4(01,, Illev',pi '

01( <11)111«1111,10:1.1111,, (II<1(11c:1, -I), illy complete sentences. (Example: The lemon! tastes. Nom.)

1.,elect the apploptiate inaning foi the t.:''Aing ttold endings: S. ES. IFS. 1NG. ED. I.Y. ER. EST. (1-xaillId(": In the word, harder. softer. 1,der -eY*. r"0".) rcmgnizes simple tociibulary words (such its big. trhiit. the. soon!. Mother and other words from the Dolch List) instantly when seen without having to analyze them in order to pronounce thm.

I1 match symbols aunt pruvoinis to the things. 1(1Vilti. or 0(1"S(111(i that-they represent. (Example: S stands for money. Bob list his dog. his- stands for Bob's.) 12. Lead selerlions and iditil the Main hied and the supporting details dess important statements that help gct (It main idea across) in the selections read. 13. read short elections and identify which statements are facts and which stateinents express the writer's optriii 11. in I (Inge q1()(11)s (( of idea, into simple categories. (Example: apple, orange. banana fruits.) 15. anomie ttolds in milet b mil the Most general to the most specific. (F.xiimpl: animal. dog. Lassie) In. read a simple selection. identify helot's, tilliims. other main characters and the stetting.

1,7.distinguish bettt yen the obvious (literid) and implied (figurative) meaning's' in simple statements. (Example: John was us Mad (1S a Wet hen ll'1111V Rill hit bim..) 18. alphabetize words ,i(coi ding to the first two letters anCl'i an use dictionaries and iables of content to locate specific information. read and comptelientl a simple Passage and con draw: conclusions. recognize cause and effrztt . relationships. and of the s(quence of events Ittliat happened first. second. last. etc.) in the material vad. 20. iccognize the Correct use of basic pronunciation marks I. ? and recognizes how punctuation can change the meaning of<1.Y110'11(T. 1F.X1111111(': BOILthe doctor is here. Bob. the doctor. is here.)

Sixth Grade' Objectives

fhe sttickrit has word attack skills in that IsIlie 1. associates the sounds of long and short vowels. vowel digraphs and diphthongs with symbols representing those sounds, including cases involving the final "e". 2. associates the sounds of consonant digraphs and blends with the symbols they represent in written words. 3. recognizes variant sounds such as, making t isoal and auditory associations for hard and soft sounds of c and q and for the r ),ontroller: applies the a before I, w and u generalizations: recognizes common' silent letters. applies t 14.e appropriate open and closed syllable principles using VC-CV. VCV and le generalizations.

195 2 0 0 isuses affi\es (In eli\t's Ontl sttlfi\es) such Os. Mis. hobir. -inn. -iv. ,1(.. h. iram, late, (-(milartion, into lurin and i,,I thestiii.hn1 has comprehension skills in that (s)b*,

7.!crown/v.. that a stinbol stands torot it-felent and that yamo stItilitils bate cleat ccrferents. some \ symbols left', to stoles of conditions, .;silit symbols relci to quileitili/atitnts, and some st:mbols cell'' abstiactions. I 1 inpliasis is placed on essential sylidmils 'S. uses wattt clues to deteimint".t on] incallimi and ol punctuation. iNlatelial med locust's on content areas, functimitil teadingt. 9. comprehends the meaninp of tuition materials bv the tray 'Wet: .11t, punctuated tilt!' periods. commas. exclamation marks. que,..ttion inti;ks, and Ri quotation marks. 10. recognizes and summarizes main ideas and supportinu (Hails in material read.: Icily. allot'. tvlutit. wlittrt., wiin 1 f. reads a pass-aqe or sentence and ,'m'et'e, mit'stions of fact stated in the passi'iqe-or sent e'life. 12. discriminates hew...evil fact and opinion as (liven in (a) passtiqe(s) or, sentence(s). 13. demonstrates the ability to put material in sequential older. 1.1. draws loqical conclusions twin material read. (Materiel has inferretrinforminion.'et.) 15. predicts outcomes from material read. thltilet lid calls upon the student to use file experiences. ('tc.) follotcs of varying lenqtbs.

17.interprets Sophie material. st!,_ii :5 maps. trans, '!slop,. tabu's, etc. The student fi/Is study skilhs iii that s(fie) IS. tlemonstfateobilitt to use a dictiontity for the follottinq purposes: identifying tcord nipaninqs. the 'tor(! Ineiminq for a woid !liven in context. lindinR fitiding antonyms, piterpretinq Plionetit respelling in order to pronounce words. 19. demonstrates ability to use a table 01 contents. glossary. and index from control area books inn, oilier moteriols/encountered in daily living (e.g., catalogs. telephone directories. etc.). 20. uses titles. headings. preview summary statements. inctui es. etc_ in order to locale information and or to (let an overietv of the readinf; material.

Eighth Grade Reading Objectives

'Flit, sitidivill-TThTid-Fiirdv sonilds of !rote volvels tvords bone. liast('. useful), spurt vOlvels ititvorik (upset. happiness. Ilistoryl. and corithinttlioll()I towels iu ICOrds (Inn/. noise. pound. clown), 2. The 'Auden( con identify the sounds of .end combinations of consonants in words (blends and diqraplis such as "Id- in please. -sir" in strike. -plr- in phone. and "Eh- in th('refore). 3. Tile student can divide words into syllables coriectIv. (Lxample: content conlent) 4."I lie student con reoqiiite hols the same 'turd accented in different positions can have different meanings. (Example: stib.jvctThe stilijct of the discussion tcas the ell('rw crisis. sill) fru!'- 1)o not subjct your Child to hilTS11 5. "Hie student con identify the sounds that votcels have when they appealbfbre H. tV, and 11 in words (such as caution, awful, and stori('d) an(! can Elistinquish bettceen the two different sounds of C and Cl iu words (such as count. space, and mul(h:II. giraffe). b. Ille student cart identify the phonetic spellings of words as they mi9111 appear in o dictionary. tExatimlw. mil for mile)

196 7. The student ran use d dictionary Ior (Illt followiutt Idd'i)PS('S: selecting appropriate word meaning.. finding synonyms (words that mean the same thing): and finding antonyms (opposite's). 8. The student can use the table of contents and the index to locale specific information in a textbook or a reference book. 1).The student' caii demonstrate the ability to locate materials in a library. 10. The student can wad a selection and distinguish between the mail) ideas and the supporting details in the material wad. . 1.1.'Hie student can read IIVWSpilld't articles and advert iseMents and determine which statements arefnets and which ones are statements Of the an tliOrs opinions or preferences_ '12. The student call read a passage and dertermine du:rder in which the events occurred (what happened first. second. last. etc.) in tlw material read. 13. The studentean read typical textbook passages illustrated With a diagram and can accurately interpret, toe. material presented. 14. The student can read a passage and can respond accurately to questions of who. what. when. where, and why as they relate to the material read. 15. ,he student can read simple poems and recognize the obvious (literal) and implied (figurative) nwaningsOf statenwilts (such as the soup was us cold as ice). patterns of rhyme. and patterns of sound in the poems. 16. The student can interpret the meaning of prefixes (such as no in unlike and unhappy) and suffixes (such as e in harder and closer) and-can recognize the root wordin words presented (such as wish is the root word found in wishful.)

17. The student can .match symbols and pronouns to the things. ideas, or persons that they represent. (Example HIt Staink( , for Railroad Crossing: The boys did their work. "their" stands for t lie "boys.") 18: The student can place Words in appropriate categoic:, (such as Georgia. Florida, Alabama Stares), and can arrange words in order from the' most general to the most specific (such as nation. state. city). 19..The student can distinguish between sentencefrivments and complete sentences and can correctly cornbine-two or more sentences to form a single sentence. (Example: The two sentences - We watched a movie. We ate popcorn. - can be comliined as - We ate popcorn as we watched a movie.) .' 20. The stud'ent can identify the plurals or nouns or the appropriate verb forms which correctly complete given sentences.

Tenth Grade Learner Competencies indicator:Clusers: Reading Literal Comprehension The student distinguishes between fact and opinion. 2. The student interprets semantic: relationships. 3. The student recognizes explicitly stated main ideas. details, sequences of events, and cause and effect relationships. 4. The student follows directions. Inferential Comprehension 5. The student interprets figurative language. 6: The student recognizes propaganda devices. 7. The student recognizes implicitly staled main ideas. details. sequences of events, and cause and effect veldt kinships.

197 202 8. The studAt ntalce1 predictions' . creiteralizations and comparisons. 9 .the student draws conclusions. Stud1y SkjIlls 10..Tk student interprets graphic information. institictions and labeling information, forms and applications, transportation information. and occupational-and career information. 11. The student recognizes relevance of (Iota. 12. The student recognizes appropriate reference resources. 13. The student locates information in. refereileVinaterials. Indicator. Cluters: Problem Solving

1 The student distinguishes between fact and opinion. 2. The:student recognizes main ideas. details. sequences of eventsand cause and effectrelationships. :1The Student recognizes appropriate,reference:sotirces. 4: The student locates information in reference materials. 5. The student estimates outcomes, with or without units of measurement. 6. The student draws conclusions. 7. The student interprets nongraphic instructions,Libels. forms and applications. '8. The student recognizes relevance of-data. 9. The student organizes data into tables. charts and graphs. 10. The student interprets data in the form of tables. chat ts and graphs. 11. The student makes predictions. generalizations and comparisons. 12. The student solves simple word problems.

II 81 No indicator domes, !lave been developed at pteseiti for the oilier!coiner compelencie%.

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199 -2 0 IHF (Continued)

Graduation Requirements (Continued)

Personal Finance 1/3 Health and Safety 1/3 Physical Education 1/3 Career Planning 1/3 Economics/Business/Free Enterprise 1/3 Citizenship 1/3 Social Studies 1 U.S. History/Government Required Units 10 Elective Units 10 Total Units -.20

Competency

Students who graduate from any state supported Georgia high school must demonstrate at least minimal mastery of` the competency performance standards as prescribed by the Georgia Board of Education. Such standards are established as instructional guides for preparation for adult life roles.

1. Learner

Each graduate should demonstrate competence in the areas of reading, writing, mathematics, speaking and listening and problem solving. Performance will be demonstrated by students using those materials which are used in typical academic, employment and everyday tasks. These may include newspapers, magazines, personal budgets, tax and employment forms, textbooks, business and personal letters and other materials requiring the application of basic learning skills.

Reading A student will demonstrate competence by his or her ability to read, understand, interpret and use written materials in the context of academic problems, everyday tasks and employment activities. Indicators of reading competence include such skillsas identifying main ideas and details, interpreting literal and figurative language and using reference resources.

Writing A student will demonstrate competence by his or her, ability to select, organize and compose written material in the context of academic problems, everyday tasks and employment activities. Indicators of writing include such skills as composing sentences, organizing information and writing paragraphs.

Mathematics A student will demonstrate competence by his or her ability to understand and employ basic mathematical concepts and operations in the context of academic problems, everyday tasks and employment activities. Indicators

200 I HF (Continued) Graduation Requirements (Continued) of skills in mathematics include translating numbers, computing percentagesand applying arithmetic operations.

Speaking and Listening A student will demonstrate competence by his or her ability to receive and transmit oral and aural communication in the context of academic problems, everyday tasks and employment activities. Indicators of speaking and listening may include interpreting aural communications, composing oral directions and questions and using formal and informal speaking styles.

Problem-Solving A student will demonstrate competence by his or her ability to evaluate, analyze and draw conclusions from situationspresented in the context of academic problems, everyday tasks and employmentactivities. Indicators problem solving may include interpreting a variety of data, inferring. cause and effect and applying logical reasoning to the identification and solution of problems.

2. Individual

Each graduate should have the skills and understandings necessary to improve both physical and mental health, to use leisure time in a profitable and fulfilling manner and to establish a personal family role which is mutually beneficial tothe individual and to members of the family. Health and Safety A student will demonstrate competence by his or her ability to recognize and practice basic health principles involved in developing and maintaining physi"cal and mental health and to demonstrate preventive and emergency actions for health and safety. Indicators may include identifying physical and mental health problems; describing effective physical and mental health mainf'eilance; identifying community health care services; and demonstrating safety and emergency practices.

Leisure Time Activities A student will demonstrate competence by his or her knowledge, appreciation and use of the cultural arts and humanities, and of avocational and recreational activities. Indicators may include identifying and participating in activities related to the arts, sports and recreation, hobbies and volunteer work as means of maintaining physical and mental well-being.

Family and Community Living A student will demonstrate competence by his or her ability to develop sound interpersonal relationshipswith persons inside and outside the family and the ability to define personal responsibilities within these relationships. Indicators may include effective use of skills that enhance interpersonal relationships and knowledge of family planning, parental responsibilities and available community resources.

3. Citizen

Each graduate should have the skills and understandings needed to function as a respo-.sible member of society, using and contributing to society in an appropriate manner and interacting with the environment in aresponsible way.

9111 IHF (Continued) Graduation Requirements (Continued)

American Political and Economic S',,stents A student will demonstrate competence by his or her knowledge of the basic structure and functions of the American system of government and the American economic system including interrelationships of the global community. Indicators may include identifying and describing the structure and functions of the three branches of government and their interrelationships at the local, state and national levels; identifying the characteristics of the American economic system; and explaining interrelationships of the global community.

Citizen Rights and Responsibilities A student will demonstrate competence by his or her ability to identify and describe rights and responsibilities of American citizens. Indicators may include identifying personal rights and responsibilities under the law and Constitution; and.describing current societal and environmental problems and the individual's role in solving these problems.

Citizen Participation A student will demonstrate competence by his or her toi.vledge of the skills needed to participate in the political and social arenas. Indicators may include analyzing American political and civic behavior and describing the citizen's role in,the.decision making processes of this system.

4. Consumer

Each graduate should have the skills and understandings needed to functionas an informed consumer and to use available resources in an efficient and beneficialmanner. Personal Resource' Management A student will demonstrate competence by his or her ability to plan and manage personal and financial resources through effective budgeting and use of these resources. Indicators may include developing a plan for money management, describing various forms of credit and comparing goods and services on a cost/quality basis.

Consumer Rights and Responsibilities A student will demonstrate competence by his or her knowledge of legal rights and responsibiities of consumers and community resources that provide consumer assistance. Indicators may include recognizing consumer problems, identifying laws and agencies which aid the consumer and describing procedure for utilizing these resources. 5. Producer

Each graduate should have the skills and knowledge necessary to select andpursue a career reflecting personal interests and abilities. Each graduate should also have the skills needed to pursue a new career shduld situations arise which dictatecareer changes. Career Decision Making A student will demonstrate competence by hisor her ability to evaluate career options as they reflect personal interests, aspirations and abilities. Indicators may include relating personal interests and abilities to career options, identifying sources of career information, using an effective method of goal setting and decision making and planning educational experiences related totentativecareer choices.

202 0 7 IHF (Continued)

Graduation Requirements (continued)

Job Acquisition and Retention A student will demonstrate competence by his or her skills in locating and making application (or employment and knowledge of behaviors and attitudes necessary to maintain employment. Indicators may include completing employment documents, identifying sources of information and assistance about job availability, demonstrating interview techniques and identifying attitudes and behaviors necessary for maintaining employment.

Career Mobility A student will demonstrate competence by his or her ability to anticipate and prepare (or job advancement or career change. Indicators may includeidentifying behaviors and attitudeswhich arerequired for job adciancement, describing conditions or events which may necessitate career change and analyzing personal skills in anticipating and preparing for such a change. Procedures for Awarding Carnegie Units of Credit

Three procedures may be used by local systems for awarding Carnegie units of credit or in- crements of units of credit.

dit Carnegie units may be awarded for courses of study based on 150 clock hours of instruction provided by the school. (Quarter programs offer 50 clock hours of instruction for one-third Carnegie unit. Semester programs offer 75 clock hours of instruction for one-half unit of credit.)

Credit in lieu of Enrollment Local boards may adopt policies, with state board ap-proval, to grant credit for learning which has occurred outside the school. Local systems must develop assessment procedures to award or exempt credits in lieu of enrollment. Credit for Planned Off-Campus Experiences Local boards may adopt policies, with state board approval, to grant credit for planned off-campus experiences if such experiences are a part of planned studies program.

Secondary School Credentials

The High School Diploma shall be the official document certifying completion of attendance, units of credit and competencies required for high school graduation.

The High School Performance Certificate shall be awarded to pupils who complete some, but not all, of the criteria for a diploma and who choose to end the formal schooling experience. Such a certificate shall identify those competency performance standards which the pupil did demonstrate during the secondary school experience.

All students ending their formal schooling experience shall receive a Record of Demonstrated Competency as a part of or in addition to their School Transcript.

Local Authorities and Responsibilities

Local boards of education have the authority to require attendance, Carnegie units and adult life role competency requirements exceeding the state minimum criteria for graduation.

203 n IHF (continued)

Local Authorities and Responsibilities(continued)

Local boards of education have the responsibility to establish instructional support services and delivery services to uphold the multiple criteria for high school graduation,

To provide an ongoing guidance component beginning with the ninth grade for familiarizing the student with graduation requirements and for examining the likely impact of individual career objectives on the program of work he or she plans to follow: also, to provide annual advisement sessions to report progress and offer alternatives in meeting graduationre- quirements and career objectives

To provide record-keeping and reporting services that document studentprogress toward graduation and include information for the school, parents and students

To provide diagnostic and continuous evaluation services thatmeasure individual student progress in meeting competency expectations for graduation

To provide instructional programs, curriculum and plannedcourse guides and remedial opportunities to assist each student in meeting graduation requirements

To provide appropriate curriculum and assessment procedures for students who havebeen identified as having handicaps which prevent them from meeting the prescribedcompetenc'y performance requirements

Georgia Code: 32-408 (1937, 1961), 32-609a (1974, 1975), 32-611a (1974, 1975), 32-653a (1974). 32-657a (1974), 32-660a (1974), 32-1901 (1971).

204 Appendix March 1979 The National Council of Teachers of English

STANDARDS FOR BASIC SKILLS WRITING PROGRAMS Tlw following standards were developed by a specially selected committee of teachers, supervisors, and writing specialists for use by states and school districts establishing comprehensive. literacy plans. The National Council of Teachers of English urges study of these standards as a means of determining that plans attend not only to effective practice within the classrooM but also to the environment of support for writing instruction throughout the school and the community. If effective instruction in writing is to be achieved, all the standards need to be studied and provided for in shaping comprehensive literacy plans. At a time of growing concern for the quality of writing in the society, it is important to take the most effective approaches to quality in school writing programs. These standards will help states and school districts assure that efforts to be undertaken will indeed lead to improvement. pi,Thers must begin with an adequate conception of what writing is. To serve this purpose, we offer the following: Operational Definition of Writing Writing is the process of selecting, combining, arranging and developing ideas in effective sentences, paragraphs, and often, longer units of discourse. The process requires the writer to cope with a number of variables: method of development (narrating, explaining, describing, reporting and persuading): tone (from very personal to quite formal): form (from a limerick to a formal letter to a long research report): purpose (from discovering and expressing personal feelings and values to conducting the impersonal "busineSs" of everyday life): possible audiences (oneself, classmates, a teacher. "the world"). Learning to write and to write increasingly well involves developing increasing skill and sensitivity in selecting from and combining these variables to shape particular messages. It also involves learning to conform to conventions- of. the printed language, appropriate to the age of the writer and to.the form, purpriSe and tone of the message. Beyond the pragmatic purpose of shaping messages to others, writing can be a means of self-discovery, of finding out what we believe. know, and cannot find words or circumstances to say to others. Writing can be a deeply fiersonal act of shaping our perception ofthe world and our relationships to people and things in that workl. Thus, writing serves both public and personal needs of students, and it warrants the full, generous and continuing effort of all teachers.

STANDARDS FOR BASIC SKILLS WRITING PROGRAMS An effective basic skills program in writing has the following characteristics:

TEACHING AND LEARNING I. There is evidence that knowledge of current theory and research in writing has been sought and applied in developing the writing program. 2. Writing instruction is a substantial and clearly identified part of an integrated English language arts Curriculum. 3. Writing is called for in other subject matters across the curriculum. 4. The subject matter of writing has its richest source in the students' personal, social. and academic interests and experiences.

205 210 5. Students write in many forms (e.g.. essays. notes, summaries. poems, letters, snn ies. reports. scripts, journals).. 6. Students write for a variety of audiences (e.g.. self, classmates. the community, the teacher) to learn that approaches vary as audiences vary. 7. Students write for a wide range of purposes (e.g., to inform. to persuade. I:: express the self, to explore, to clarify thinking). 8. Cass time is devoted to all aspects of the writing process: generating ideas, drafting, revising, and editing.

9.All students receive instruction in both (a) developing and expressing ideas and (b) using the' conventions of edited American English. 10. Control of the conventions of edited American English (supporting skills such as spelling, handwriting, punctuation, and grammatical usage) is developed primarily during the writing process and secondar- ily through related exercises. 11. Students receive constructive responses from the teacher and from others --at various stages in the writing process. 12. Evaluation of indit idual writing growth: (a)is based on- complete pieces of writing: (b) reflects informed judgments. first, about clarity and content and then about conventions of spelling, mechanics, and uaage: (C) includes regular responses to individual pieces of student writing as well as periodic assessment measuring growth over a period of time.

SUPPORT 13. Teachers with major responsibility for writing instruction receive continuing education reflecting current knowledge about the teaching of writing. 14. Teachers of other subjects receive information and training in ways to make use of and respond to writing in their classes. 15. Parent and community groups are informed about the writing program and about ways in which they can support it. 16. School and class schedules provide sufficient time to assure that the writing process Is thoroughly pursued. 17. Teachers and students have access to and make regular use of a wide range of resources (e,g.. library services, media, teaching materials, duplicating facilities. supplieS)for support of the writing program.

PROGRAM EVALUATION 18. Evaluation of the writing program focuses on pre- and post-program sampling of complete pieces of writing, utilizing a recognized procedure (e.g.. holistic rating, the Diederich scale, primary trait scoring) to arrive at reliable judgments about the quality of the program. 19. Evaluation of the program might also include assessment of a sample of student attitudes: gathering of pertinent quantitative data (e.g.. frequency of student writing. time devoted to writing activities): and :,:ervational data (evidence of prewriting activities. class anthologies, writing folders, and student ding displays). COMMITTEE ON WRITING STANDARDS Gary Tate. Chair. Department of English Texas Christian University Martha L. Ring Department of Elementary Education Ohio State University Barbara Leib-Brilhart Speech Communication Association Richard Gebhardt English Department Findlay College Betty Murray Language Arts Program Manager Lexington Schools. Massachusetts Lee Odell Department of English State University of New York. Albany Marjorie Farmer Director. English and Reading The School District of Philadelphia Eileen Tway Department of Elementary Education Miami University Charles Suhor Deputy Executive Director NCTE (formerly Supervisor of English, New Orleans Schools)

Reprinted by permission.

212 207 Appendix E r STANDARDS FOR EFFECTIVE ORAL COMMUNICATION PROGRAMS

Prepared by American Speech-Language-Hearing Association and Speech. COmmunication Association Adequate oral communication frequently determines an individual's educational. social and vocational success. Yet. American education has typicallyneglected formal instruction in the basic skills of speaking and listening. It is important that state and local education agencies implement the most effective oral communication programs possible. The following standards for oral communication were developed by representatives of the Speech Communication Association and the American Speech-Language-llearing Association. If effective oral communication programs are going to be developed, all compohents of the recommended standards must be considered. IMplementation of these standards will facilitate development of adequate and appropria-te oral communication necessary for educational, social and vocational success.

DEFINITION Oral Communication: the process of interacting through heard and spoken messages in a .variety of situations. Effective oral communication is a learned behavior, involving the following 'processes: 1. Speaking in a variety of educational and social situations: Speaking involves, but is not limited to, arranging and producing messages through the use of voice, .articdlation, vocabulary. snytax and non-verbal cues (e.g.. gesture. facial eXpression, vocal cues) appropriate to the speaker and listeners. 2. Listening in a variety of educational and social situations: Listening involves, but is not limited to. hearing. perceiving, discriminating, interpreting, synthesizing. evaluating, organizing and remembering information from verbal and non-verbal messages.

BASIC ASSUMPTIONS 1. Oral communication behaviors of students can be improved through direct instruction. 2. Oral communication instruction emphasizys the interactive nature of speaking and listening. 3. Oral communication instruction addresses the everyday communication needs of students and includes emphasis on the classroom as a practical communication environment. 4. There is a wide range of communication competence -among speakers of the same langdage. 5. Communication competence is not dependent upon use of a particular form of language. 6. A primary goal of oral communication instruction is to increase the students' repertoire and use of effective speaking andfistening behaviors. 7. Oral communication programs provide instruction based on a coordinated developmental continuum of skills, preschootthrough 8. Oral communication skills can be, enhanced by using parents, supportive personnel, and appropriate instructional technology.

rl 208 4. AN EFFECTIVE COMMUNICATION PROGRAM HAS THE FOLLOWING CHARACTERISTICS:

TEACHING LEARNING 1. The mat communication program is based out current theory and research in speech and language development. wiycholinguistics, rhetorical and communication theory. communication disorders. speech science..and related fields of study. 2. Oral communication instruction is a clearly indentifiable part of the curriculum. 3. (hal communication instruction is systematically related to reading and writing instruction and to instruction in the various content areas. 4. The relevant academic, personal and social experiences of students provide core subject matter for the oral communication program. 5. Oral communict ion instruction provides a wide range of speaking and listening experience. in order to develop effective communication skills appropriate to: a.it range of situations: e.g..iliforllkto formal. interpersonal to mass communication. 1).a range of purposes: e.g., informing. learning. persuading, evaluating messages,tacilitatit\g social interaction, sharing feelingS, imaginative and creative expression. c. a range of audiences: e.g.. classmates. teachers, peers. employers. fatuity. community. d. a range of communication forms: e.g., conversation). group discussion, interview, drama, debate. 'public speaking, oral interpretation. e. a- range of speaking styles: impromptu. extemporaneous. and reading from manuscript. 6. The oral communication program provides class time for systematic instruction in oral communication skills. e.g..critical listening., selecting. arranging and presenting messages, giving and receiving constructive feedback, non-verbal communication. etc. 7. The oral communication program includes development of adequate and appropriate language. articulation. voice, fluency and listening skills necessary for success in educational, career and social situations through regular classroom instruction, cocurricular activities, and speech-language pathol- ogy and audiology services. 8. Oral communication program instruction encourages and provides appropriate opportunities for the reticent student (e.g... one who is excessively fearful in speaking situations), to participate more effectively in oral communication.

SUPPORT 1. Oral communication instruction is provided by individuals adequately trained in oral communication and or communication disorders, as evidenced by appropriate certification. 2. Individuals responsible for oral communication instruction receive continuing education on theories. research and instruction relevant to communication. , 3. Individuals responsible for oral communication instruction participate actively in conventions. meetings. publications, and other activities of communication professionals. 4. The oral communication program includes a system for training classroom teachers to identify and refer students who do not have adequate listening and speaking skills, or are reticent. to those qualified individuals who can best meet the needs of the student through further assessment and/or instructiOn. 5. Teachers inall curriculum areas receive information on appropriate methods for: a) using oral communication to facilitate instruction, and b) using the subject matter to improve students' oral communication skills\.-. 6. Parent and community groups are informed about and provided with appropriate materials for effective involvement in the oral communication program. 7. The oral communication program is facilitated by availability and use of appropriate instructional materials, equipment and facilities.

209 211 ASSESSMENT AND EVALUATION I. The oral communication program is,based On a school-wide iissessment of the speaking and listening needs of students. 2. Speaking and listening needs of students will be determined byqualifiecl personnel utilizing appropriate evaluation tools for the skills to be assessed. and educational levels of students being assessed. 3. Evaluation of Student progress in oral communication is based upoic,a variety of data including okervations. sell-evaluations. listeners' responses to messages. and formal tests. Evaluation of students' oral cominimication encourages, rather than discourages. students' desires to communicate by emphasizing those behaviors which students can improve, thus enhancing.t heir ability to do so. 5. Evaluation of the total oral communication piogram is based on achievement of acceptable levels of oral conimunication skill determined by continuous monitoring of student progress in speaking and listening. use of standardized and criterion-referenced tests, audience-based rating scales, and other appropriate instruments. Reprinted by permission:

SITU:CI! ( OMMI. INICATION ASSOCIATION 5205 Leesburg Pike Chinch. VA 22011 (70:0 379-1888

210 Bibliography

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. ,Earle, Richard A. Teaching Reading and Mathematics. Newark, Delaware: International Reading Association, 1976. Estes, Thomas H. and Vaughan, Joseph L., Jr. Reading and Learning In The Content Classroom. Boston, Massachusetts: Allyn and Bacon, Inc., 1978. Fay, Leo and Jared, Lee Ann (ed.). Reading In The Content Fields. Newark, Delaware: Internation Reading Association, 1975. Friedman, Paul G. Interpersonal Communication: Innovations In Instruction:,- Washington, D.C.: National Education Association, 1978. Frierson, Edward and Barbe, Walter B. Educating Children With-Learning Disabilities. New York, New York: Meridith Publishing Company, 1967. T. Galloway. Charles. Silent Language in the Classroom. Bloomington, Ind.: Phi Delta KapPa,.1976.

211 216 Gnodman, Kenneth ',.`and Fleming, James T. Psycolingnistics And The Teaching Of Reading. Newark. Delaware: !Wet-national Wading Association,I %H. Goodman. Vella Watson, Dorothy. '`A Heading Progiam to Live 1Vitli: 1(0 us on ehension, Language Arts, 5/1, November December 1977, 868.879. Gross. Beatrice' and Ronald (ed.). Will .1f,..i.irow In\ A Classroom? New Yotkc New Yolk: Dell Publishing Co- 1974' Guszak. Frank J. Diagnostic Reading Iii traction In'The Elementary School-, New Yolk. New York: Harper & Row. Publishers. 19;2. Guthrie, John 1'. Cognition Curriculum and Comprehension. Newark. Delaware: International Reading Assiiciation: 1977. limber. jean R. and; Beatty. Jane N. (ed.). .Reading And The Black English Speaking Child. Newark, belaware: International Reading Association. 1978, Harker,: W. John (ed.). Classroom Strategies For Secondary Reading. Newark, Delaware: International Reading Association. 1977. Harper, Robert J..11 and Kilarr. Gary. Reading And The Law. Newark. Delaware: International Reading Association. 1978. Henry, George H. Teaching Reading As Concept Development: Emphasis On Affective Thinking. Newark, Delaware: International Reading Ass4iation. 1974.' Hudson. Floreine. Poole, Dana, Tapp, Brenda and Waters.13etty..Patchwork Sampler I: Middle School Teaching Ideas: Carrollton. Ga.: Southeast Educators.SerVices, Inc., 1979. Hull. Marion A. Phonics For The Teacher Of Readitig:... Columbus. Ohio: Charles E. Merrill .,'Publishing Company, 1969. Jones, Marvel Daisy. Teaching Children To Read. New York. New York:limper & Row. Publishers, 1971. Judy. Stephen A. Explotations in the Teaching of Secondary English. Newl'Lk: Diuld. Mead & Company, 1975. Judy. Stephen N. and Judy Susan J. The English Teacher's Handbook. Cambridge. Massachusetts: Winthrop Publishers. Inc., 1979. Karlin, Robert. Teaching Elementary Reading: Principles And Strategies. New York. New York: Harcourt Brace Joy' anovich, loc., 1975.

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